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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
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  Data: 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/
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  Data: 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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      Pagination:
        PageCount: 17
        StartPage: 46
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Psychology
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Confidence Testing
        Type: general
      – SubjectFull: Intervals
        Type: general
      – SubjectFull: Misconceptions
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      – SubjectFull: Computation
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      – SubjectFull: Hypothesis Testing
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      – SubjectFull: Performance
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