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Simulation Assisted Learning in Statistics: How Important are Students’ Characteristics?

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  • William Nilsson

    ()
    (Universitat de les Illes Balears)

  • Tomás del Barrio Castro

    ()
    (Universitat de les Illes Balears)

Abstract

A simulation assisted learning method is introduced to deal with students’ misconceptions concerning the properties of estimators; bias, efficiency and consistency. The design of the exercise is based on cognitive conflict theory, i.e. the simulations provide contradictory information to obtain a conceptual change and induce students to abandon misconceptions. The evaluation of the intervention is done by a pre-test and both a post-test and a delayed post-test. As predicted by the cognitive conflict theory, individual characteristics, such as values and attitudes towards learning and passing a prior mathematical course, are important to obtain a meaningful cognitive conflict.

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Bibliographic Info

Paper provided by Universitat de les Illes Balears, Departament d'Economía Aplicada in its series DEA Working Papers with number 56.

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Date of creation: 2013
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Handle: RePEc:ubi:deawps:56

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Keywords: Monte-Carlo simulation; misconception; cognitive conflict;

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  1. Quinn McNemar, 1947. "Note on the sampling error of the difference between correlated proportions or percentages," Psychometrika, Springer, vol. 12(2), pages 153-157, June.
  2. Pablo Brañas-Garza & Teresa García-Muño & Roberto Hernán, 2011. "Cognitive effort in the Beauty Contest Game," Working Papers 11-08, Chapman University, Economic Science Institute.
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