New Statistics, Old Schools: An Overview of Current Introductory Undergraduate and Graduate Statistics Pedagogy Practices

Autor/inn/en	Sestir, Marc A.; Kennedy, Lindsay A.; Peszka, Jennifer J.; Bartley, Joanna G.
Titel	New Statistics, Old Schools: An Overview of Current Introductory Undergraduate and Graduate Statistics Pedagogy Practices
Quelle	In: Teaching of Psychology, 50 (2023) 3, S.211-221 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sestir, Marc A.) ORCID (Kennedy, Lindsay A.) ORCID (Peszka, Jennifer J.) ORCID (Bartley, Joanna G.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0098-6283
DOI	10.1177/00986283211030616
Schlagwörter	Undergraduate Students; Teaching Methods; Statistics Education; Effect Size; Expectation; Knowledge Level; Introductory Courses; Course Content; Prior Learning; Alignment (Education) + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Expectancy; Erwartung; Wissensbasis; Einführungskurs; Kursprogramm; Vorkenntnisse
Abstract	Background: A philosophical shift in statistics regarding emphasis on "New Statistics" (NS; Cumming, G. (2014). The new statistics: Why and how. Psychological Science, 25(1), 7-29.) over conventional null hypothesis significance testing (NHST) raises the question of appropriate material coverage in undergraduate statistics courses. Objective: We examined current practices in statistics pedagogy at the graduate and undergraduate levels for both NS and NHST. Method: Using an online survey of a nationwide sample of current graduate students (n = 452) and graduate faculty (n = 162), we examined statistics pedagogy and perceptions of best approaches for teaching undergraduate statistics. Results: In undergraduate statistics courses, coverage of NS material involves modest instruction in effect sizes and confidence intervals, while NHST remains dominant. Graduate courses have more balanced coverage. Effect size estimation was regarded as the most important NS knowledge for success in graduate school and the topic most in need of increased undergraduate coverage. Conclusion: Undergraduate statistics courses could increase NS coverage, particularly effect size estimation, to better align with and prepare students for graduate work. Teaching Implications: This research summarizes graduate program expectations and graduate student experiences regarding undergraduate statistics that current instructors can use to shape the content of their classes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01