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Enriching Students’ Conceptual Understanding of Confidence Intervals: An Interactive Trivia-Based Classroom Activity

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  • Xiaofei Wang
  • Nicholas G. Reich
  • Nicholas J. Horton

Abstract

Confidence intervals provide a way to determine plausible values for a population parameter. They are omnipresent in research articles involving statistical analyses. Appropriately, a key statistical literacy learning objective is the ability to interpret and understand confidence intervals in a wide range of settings. As instructors, we devote a considerable amount of time and effort to ensure that students master this topic in introductory courses and beyond. Yet, studies continue to find that confidence intervals are commonly misinterpreted and that even experts have trouble calibrating their individual confidence levels. In this article, we present a 10-min trivia game-based activity that addresses these misconceptions by exposing students to confidence intervals from a personal perspective. We describe how the activity can be integrated into a statistics course as a one-time activity or with repetition at intervals throughout a course, discuss results of using the activity in class, and present possible extensions. Supplementary materials for this article are available online.

Suggested Citation

  • Xiaofei Wang & Nicholas G. Reich & Nicholas J. Horton, 2019. "Enriching Students’ Conceptual Understanding of Confidence Intervals: An Interactive Trivia-Based Classroom Activity," The American Statistician, Taylor & Francis Journals, vol. 73(1), pages 50-55, January.
    • Handle: RePEc:taf:amstat:v:73:y:2019:i:1:p:50-55
    DOI: 10.1080/00031305.2017.1305294
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