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Effects of Cover Stories on Problem Solving in a Statistics Course

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journal contribution
posted on 29.08.2016 by Travis R. Ricks, Jennifer Wiley
Does having more knowledge or interest in the topics used in example problems facilitate or hinder learning in statistics? Undergraduates enrolled in Introductory Psychology received a lesson on central tendency. Following the lesson, half of the students completed a worksheet with a baseball cover story while the other half received a weather cover story. Learning was assessed using a quiz that contained two kinds of items: computation and explanation. Measures of baseball knowledge and interest in baseball were collected. The results indicated that overall the students performed better on computation items than explanation items. The weather example led to better performance on the explanation items than the baseball example. No differences were seen in performance on the quiz as a function of gender, prior knowledge, or interest. If anything, the results indicated that interest in baseball seemed to hinder learning in the baseball condition. Possible reasons for differences in performance due to the cover story are discussed.

Funding

Research Open Access Publishing (ROAAP) Fund of the University of Illinois at Chicago for providing financial support towards the open access publishing fee for this article.

History

Publisher Statement

This is a copy of an article published in the Journal of Problem Solving. © 2014, Purdue University Press. All right reserved.

Publisher

Purdue University Press

Language

en_US

issn

1932-6246

Issue date

01/01/2014

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