Cognitive Transfer Outcomes for a Simulation-Based Introductory Statistics Curriculum

TL;DR

This study evaluates how well students applying a simulation-based introductory statistics curriculum can transfer learned skills to new contexts, showing promising evidence of both near and far transfer effects.

Contribution

It provides empirical evidence that a simulation-based curriculum enhances cognitive transfer in introductory statistics, outperforming traditional parametric methods.

Findings

Students demonstrated both near and far transfer outcomes.

Students scored as high or higher than peers on learning objectives.

Simulation-based methods improved transfer of statistical inference skills.

Abstract

Cognitive transfer is the ability to apply learned skills and knowledge to new applications and contexts. This investigation evaluates cognitive transfer outcomes for a tertiary-level introductory statistics course using the CATALST curriculum, which exclusively used simulation-based methods to develop foundations of statistical inference. A common assessment instrument administered at the end of each course measured learning outcomes for students. CATALST students showed evidence of both near and far transfer outcomes while scoring as high, or higher on the assessed learning objectives, when compared with peers enrolled in similar courses that emphasized parametric inferential methods (e.g. the t-test).