Researchers have explored many pedagogical approaches in an effort to assist students in finding understanding and comfort in required statistics courses. This study investigates the impact of mnemonic aids used during tests on students’ statistics course performance in particular. In addition, the present study explores several hypotheses that have been proposed to explain the potential benefit of using these aids during examinations. These include the student engagement hypothesis, the perception of control hypothesis, the dependency hypothesis, and a placebo effect hypothesis. The results indicate that student-generated testing aids are clearly superior to the other forms of in-test aids examined, however they were not superior to conditions where mnemonic aids are not allowed. Results are discussed in terms of their implications for the four hypotheses regarding the beneficial effects of mnemonic aids used during examinations.
Evaluating the Use of Random Distribution Theory to Introduce Statistical Inference Concepts to Business Students01/01/2011
Bootstrapping methods and random distribution methods are increasingly recommended as better approaches for teaching students about statistical inference in introductory-level statistics courses. The authors examined the effect of teaching undergraduate business statistics students using random distribution and bootstrapping simulations. It is the first such empirical demonstration employing an experimental research design. Results indicate that students in the experimental group—where random distribution and bootstrapping simulations were used to reinforce learning—demonstrated significantly greater gains in learning as indicated by both gain scores on the Assessment of Statistical Inference and Reasoning Ability and final course grade point averages, relative to students in the control group.