Using a ‘Study of Studies’ to Help Statistics Students Assess Research Findings
The American Statistical Association (ASA) Undergraduate Guidelines Workgroup in the Curriculum Guidelines for Undergraduate Programs in Statistical Science emphasizes the importance of study design as an essential skill for undergraduate programs in statistics (ASA, 2014). The guidelines also stress communication skills, along with teamwork and collaboration, as vital elements for statistical practice. In addition, the Guidelines for Assessment and Instruction in Statistics Education (GAISE) College Report notes the importance of concepts like bias and causal inference in study design (ASA, 2016). To achieve these goals, the GAISE College Report includes several recommendations, one of which reiterates the importance of fostering active learning through discussions.
This article describes an activity that is appropriate for students in introductory and intermediate statistics courses to practice interpreting research results and scrutinizing the design and analysis of studies. The activity includes a component of group work to improve students’ communication and collaboration skills.
Traditional textbooks used in the introductory statistics curriculum stress the importance of survey design. As an example, the fourth edition of Intro Stats (IS) reinforces concepts relevant to experimental design, including bias, randomization and sample size in Chapter 12 (“Sample Surveys”) (De Veaux, Velleman, and Bock, 2013).
Additional sample design concepts, such as observational studies, control groups, statistical significance, and confounding variables, are presented in Chapter 13 (“Experiments and Observational Studies”) of Intro Stats. Other textbooks (e.g., OpenIntro Statistics, 2015) follow a similar approach.
How can textbook readings be reinforced in a class? This activity can help students explore aspects of design, assess research findings in published papers, and critique representations and interpretations of original research.
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