Estimating the Probability of Success for Classroom Demonstrations in Statistics

Abstract

Classroom demonstrations, if well designed, can help students gain insights into statistical concepts and phenomena. Unfortunately, however, some instructors choose not to use this instructional device for fear that the data generated will turn out to be “uncooperative”; other instructors use demonstrations but use them unscientifically, ending up with data sets that either yield no insights or constitute “overkill.” After discussing four kinds of demonstrations for which a “properN” can and should be computed, we present three possible approaches for determining how much data are needed for the demonstration to have a reasonable probability of success. Examples from the literature are used to illustrate the need for a more scientific approach to this form of instruction.