Abstract
This study examines the impact of college major (criminal justice versus noncriminal justice) on academic achievement as measured by several different dimensions of statistical knowledge. Students enrolled in two consecutive summer introductory statistics courses were used as the sample for this study. Analyses revealed that academic performance of criminal justice majors was less than that exhibited by noncriminal justice majors. Specifically, noncriminal justice majors scored higher on conceptual and computational knowledge and were more likely to earn an A/B grade than were criminal justice majors. Several methods for improving statistical knowledge for criminal justice majors are provided.
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