Exploring Student Understanding of Significance in Randomization-Based Courses
John P. Holcomb1, Allan Rossman2, Beth Chance2
1Mathematics, Cleveland State University, Cleveland, OH, United States; 2Statistics, California Polytechnic State University, San Luis Obispo, CA, United States

Statistical significance and p-values can be a particularly challenging topic for introductory statistics students. Here we present the results of our research regarding implementing a randomization-based curriculum that uses Applets as the main randomization tool. We present the results of small classroom experiments designed to help inform our curricular materials and manner of teaching in a variety of classroom environments. We also present research results that indicate where students have the greatest difficulties in understanding significance.

Keywords: p-Value; Significance; Randomization; Statistical education

Biography: Dr. John P. Holcomb, Jr. is Professor and Chair in the Department of Mathematics at Cleveland State University in the United States. He is a member of the Research Advisory Board for Consortium for the Advancement of Undergraduate Statistics Education. Dr. Holcomb was named a Carnegie Fellow by the Carnegie Academy for the Scholarship of Teaching and Learning. He has publications in statistics education in The American Statistician and Journal of Statistics Education. He received the American Statistical Association's Waller Education Award for innovation and excellence in teaching introductory statistics in 2003.