Skewed to the Write: Bolstering Student Comprehension in Introductory Statistics Courses

(Fashion Institute of Technology, State University of New York, USA)

Abstract: Many researchers opine that writing is an effectual tool that may be employed to strengthen student understanding in introductory statistics courses. Few studies measure objective, across-group student performance in introductory statistics courses vis-à-vis the presence or absence of an infused writing experience. This comparative investigation, involving seven classes and spanning over a five-semester period, explores the effect that short, technical reports may have on students’ grasp of statistical concepts in such elementary courses. Study results imply that students who engage in a structured and guided technical writing experience in introductory statistics courses demonstrate a significantly greater level of content mastery when compared to students who do not. Particularly, mastery is gauged by student performance on objective, discipline-specific assessment that is administered face to face at the end of the semester.