Conceptual Knowledge of Confidence Intervals in Psychology Undergraduate and Graduate Students
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| Title: | Conceptual Knowledge of Confidence Intervals in Psychology Undergraduate and Graduate Students |
|---|---|
| Language: | English |
| Authors: | Crooks, Noelle M., Bartel, Anna N., Alibali, Martha W. |
| Source: | Statistics Education Research Journal. May 2019 18(1):46-62. |
| Availability: | International Association for Statistics Education and the International Statistical Institute. PO Box 24070, 2490 AB The Hague, The Netherlands. Tel: +31-70-3375737; Fax: +31-70-3860025; e-mail: isi@cbs.nl; Web site: http://www.stat.auckland.ac.nz/~iase/ |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2019 |
| Sponsoring Agency: | Institute of Education Sciences (ED) |
| Contract Number: | R305B090009 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Graduate Students, Psychology, Statistics, Confidence Testing, Intervals, Misconceptions, Computation, Hypothesis Testing, Performance |
| ISSN: | 1570-1824 |
| Abstract: | In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2019 |
| Accession Number: | EJ1217507 |
| Database: | ERIC |
| Abstract: | In recent years, there have been calls for researchers to report and interpret confidence intervals (CIs) rather than relying solely on p-values. Such reforms, however, may be hindered by a general lack of understanding of CIs and how to interpret them. In this study, we assessed conceptual knowledge of CIs in undergraduate and graduate psychology students. CIs were difficult and prone to misconceptions for both groups. Connecting CIs to estimation and sample mean concepts was associated with greater conceptual knowledge of CIs. Connecting CIs to null hypothesis significance testing, however, was not associated with conceptual knowledge of CIs. It may therefore be beneficial to focus on estimation and sample mean concepts in instruction about CIs. |
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| ISSN: | 1570-1824 |
