This paper is from Session 4B: Use of student response systems in teaching statistics at the university level
which comes under Topic 4: Statistics education at the post-secondary level
(Monday 14th, 13:45-15:45)
Clickers, simulations, and conceptual understanding of statistical inference
- Jennifer Kaplan (University of Georgia, United States)
This paper is a technology case study that addresses the theme of using clicker technology in a large lecture format undergraduate introduction to statistics class to develop student conceptual understanding of inference. The paper will present one of a suite of activities designed to help students develop conceptual understanding inference. The activity, targeting understanding of the process of hypothesis testing and the meaning of the p-value, has been implemented in a large lecture introductory statistics course in which the students use calculators to perform a trial of a simulation and clickers to report the results of the trial. Design features of the activity along with slides and student responses will be shared. An extension of the activity designed to improve student understanding of Type I and II errors and power as well as classroom implementation issues and future directions for research will be discussed.