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Abstract

The teaching of statistics to psychology undergraduates has traditionally included formulae and methods for conducting statistical tests without the aid of a computer. Does this requirement to master the formulae encourage deeper understanding or merely provoke anxiety? The relationship between competence in calculation and statistical thinking was examined using questions from an exam set at the end of a compulsory first year module. In addition, scores on a premodule test and coursework grades were recorded, and used to control for prior ability and learning effort. The control variables jointly accounted for 26% of the variance in statistical thinking, whereas calculation accounted for only a further 2%. The contribution made by competence in calculation, though statistically significant, was not large.

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Is the Teaching of Statistical Calculations Helpful to Students' Statistical Thinking?

Abstract

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