An Experimental Study Comparing Two Different Training Strategies on how to use Statistical Packages in an Introductory Statistics Course

Baglin, J., Da Costa, C., Ovens, M., & Bablas, V.
School of Mathematics and Geospatial Sciences
RMIT University, Australia

Originally presented at: The Australian Conference on Science and Mathematics Education, University of Melbourne, 28-30 September 2011

Abstract

Statistics education reform advocates the use of statistical software packages, such as SPSS, Minitab, and R, in introductory statistics courses. However, little research has focused on finding effective methods of training students how to use these packages. This experimental study evaluated the effectiveness of two different training strategies. A sample of 100 first year psychology students were randomly allocated to either a Guided training (GT) strategy or an error management training (EMT) strategy. GT consisted of step-by-step instructions that aimed to explicitly direct participants through training to use the statistical package SPSS. EMT avoided step-by-step instructions, instead focusing on minimal instruction which aimed to engage participants in actively exploring the statistical package. In EMT, errors were viewed as beneficial to training as they help develop a deeper understanding of SPSS. Participants completed five statistical package training sessions across the semester. After four of these training sessions, participants completed self-assessment tasks that measured training transfer performance. After controlling for statistical knowledge and self-assessment compliance, the results of the study indicated no statistically significant differences between the two training strategies. However, this conclusion must be interpreted with caution due to a number of study imitations which are discussed in this article.

Keywords: statistics education, statistical packages, error management training, educational experiment

 Front page of paper

REFERENCES

Allen, P., & Bennett, K. (2008). SPSS for the health and behavioural sciences. South Melbourne, VIC: Thomson.

American Statistical Association (2005). Guidelines for Assessment and Instruction in Statistics Education (GAISE) project:
Author.

Bell, B. S., & Kozlowski, S. W. J. (2008). Active learning: Effects of core training design elements on self-regulatory processes,
learning, and adaptability. Journal of Applied Psychology, 93, 296-316.

Brown, A. L., Bransford, J. D., Ferrara, R. A., & Campione, J. C. (1983). Handbook of child psychology. In P. Mussen, J. H.
Flavell & E. M. Markman (Eds.), (Vol. 3, pp. 77-166): Harvard University Press.

Dormann, T., & Frese, M. (1994). Error training: Replication and the function of exploratory behavior. International Journal of
Human-Computer Interaction, 6, 365-372.

Francis, G. (2007). Introduction to SPSS for Windows: v15.0 and 14.0 with notes for Studentware. Frenchs Forest, NSW:
Pearson Education Australia.

Frese, M., Brodbeck, F., Heinbokel, T., Mooser, C., Schleiffenbaum, E., & Thiemann, P. (1991). Errors in training computer
skills: On the positive function of errors. Human-Computer Interaction, 6, 77–93.

Garfield, J., Hogg, B., Schau, C., & Whittinghill, D. (2002). First courses in statistical science: The status of educational reform
efforts. Journal of Statistics Education, 10(2), 456–467.

Hesketh, B. (1997). Dilemmas in training for transfer and retention. Applied Psychology, 46, 317-339.

Ivancic, K., & Hesketh, B. (1996). Making the best of errors during training. Training Research Journal, 1, 103-125.

Keith, N., & Frese, M. (2008). Effectiveness of error management training: A meta-analysis. Journal of Applied Psychology, 93,
59-69.

Keith, N., Richter, T., & Naumann, J. (2010). Active/exploratory training promotes transfer even in learners with low motivation
and cognitive ability. Applied Psychology: An International Review, 59, 97-123.

Mills, J. D. (2003). SPSS textbooks: A review for teachers. Statistics Education Research Journal, 2, 59-70.

Skinner, B. F. (1968). The technology of teaching. New York: Appleton-Century-Crofts.

Wood, R., Kakebeeke, B., Debowski, S., & Frese, M. (2000). The impact of enactive exploration on intrinsic motivation,
strategy, and performance in electronic search. Applied Psychology, 49, 263-283.

Full citation and link to document:

Baglin, J., Da Costa, C., Ovens, M., & Bablas, V. (2011). An Experimental Study Comparing Two Different Training Strategies on how to use Statistical Packages in an Introductory Statistics Course. In E. D. Johnson, T. Jenkins, G. Rayner, M. D. Sharma, J. West, & A. Yeung (Eds.), Proceedings of The Australian Conference on Science and Mathematics Education (pp. 162–168). Melbourne. Full text available from http://ojs-prod.library.usyd.edu.au/index.php/IISME/article/view/4805 

Last updated 2 November 2024