Senior Year Retention of Methods and Statistics Concepts

Abstract

This article describes an empirical investigation of whether performance on a senior-level assessment of methodological and statistical knowledge was related to elapsed time since students took prerequisite methods and statistics courses. In a senior-capstone course, 50 students completed a 50-item multiple-choice assessment measuring their knowledge of methods and statistics. We also measured elapsed time (number of months) since students completed Research Methods and Quantitative Methods (statistics). Results revealed that performance on the assessment showed no significant correlation with elapsed time from the Research Methods course or with elapsed time from the Quantitative Methods course. On a self-report survey, however, students reported they believed the elapsed time negatively affected their performance.