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Cognitive transfer outcomes for a simulation-based introductory statistics curriculum


Matthew Beckman (United States)


Cognitive transfer outcomes for the simulation-based Change Agents for Teaching and Learning Statistics (CATALST) curriculum were evaluated and compared with non-simulation/resampling (i.e., conventional) curricula using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument. CATALST students were partitioned into one group affiliated with the University of Minnesota (RAND-UMINN), where the curriculum was developed, and an aggregate of institutions concurrently replicating the CATALST curriculum (RAND-REPL). The RAND-UMINN group performed higher than the RAND-REPL group on near transfer tasks, while far transfer performance was comparable. Performance on near and far transfer tasks was similar within the RAND-REPL group