Comprehension of Statistical Terms by Special Education Students

Abstract

Since special education students have been expected and often required to read in professional journals, a basic knowledge of statistics would seem to be helpful in effectively reading and evaluating research reports. Therefore, this investigation was designed to ascertain the level of comprehension of statistical terminology in a sample of 122 special education students from The University of Texas at Austin. Results suggested that students may not have the tools necessary to determine the worth of an article. There was indication that the problem might be alleviated through either inservice or preservice study in statistics.