A comparison of pedagogical approaches in introductory statstics

Over the past 10 years, curricula have been developed that rely on simulation techniques to teach the introductory statistics course. Some statistics educators have argued that the logic of statistical inference should be at the heart of the introductory course, and that using simulation and randomization can lead students to a better understanding of the core ideas of statistical inference. In this study, students scores on both a revised version of the Comprehensive Assessment of Outcomes in Statistics (CAOS) assessment and on final exam questions will be compared to determine whether students who follow a simulation-based curriculum learn more about statistical inference than students who follow a traditional introductory statistics curriculum.