Evaluating the Use of Random Distribution Theory to Introduce Statistical Inference Concepts to Business Students

Abstract

Bootstrapping methods and random distribution methods are increasingly recommended as better approaches for teaching students about statistical inference in introductory-level statistics courses. The authors examined the effect of teaching undergraduate business statistics students using random distribution and bootstrapping simulations. It is the first such empirical demonstration employing an experimental research design. Results indicate that students in the experimental group—where random distribution and bootstrapping simulations were used to reinforce learning—demonstrated significantly greater gains in learning as indicated by both gain scores on the Assessment of Statistical Inference and Reasoning Ability and final course grade point averages, relative to students in the control group.