Abstract
We assessed the effectiveness of a teaching strategy emphasizing the use of different statistical tests (i. e., selection skills) in introductory statistics. Subjects were 127 undergraduates enrolled in introductory statistics classes that did or did not emphasize selection skills and students not enrolled in statistics. Analysis of covariance revealed that emphasizing statistical selection skills produced the highest selection scores. Analyses also evaluated relevant confounding variables. Although students' selection skills can be increased when the instructor emphasizes those skills in handouts, lectures, and examinations, a challenge remains to identify other relevant skilb, develop alternative pedagogical strategies, and discover relevant personality variables that facilitate learning in statistics classes.
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