The effect of distributed practice on students' conceptual understanding of statistics

• Published in: Higher education Vol. 62; no. 1; pp. 69 - 79
• Main Authors: Budé, Luc, Imbos, Tjaart, van de Wiel, Margaretha W., Berger, Martijn P.
• Format: Journal Article
• Language: English
• Published: Dordrecht Springer 01.07.2011; Springer Netherlands; Springer Nature B.V
• Subjects: Answer keys; Cognitive psychology; College students; Colleges and universities; Comparative Analysis; Concept Formation; Conceptual knowledge; Conceptualization; Confidence interval; Curricula; Curriculum; Curriculum Development; Education; Educational activities; Educational Change; Educational research; Higher Education; Independent Samples; Intervals; Introductory Courses; Knowledge; Learning; Learning activities; Lecture Method; Mathematik; Meetings; Memory; Open ended; Open Ended Questions; Pedagogy; Practice; Problem based learning; Prüfungsordnung; Public speaking; Quasiexperimental Design; Random sampling; Reforms; Research design; Sample Size; Science education; Self study; Statistical Analysis; Statistics; Statistics Education; Statistik; Studentenschaft; Students; Studienverhalten; Study skills; Time use; Understanding; Universities; Variance analysis; Problem based learning; Conceptual understanding; Spacing effect; Knowledge acquisition; Distributed practice; Statistics education
• ISSN: 0018-1560; 1573-174X
• DOI: 10.1007/s10734-010-9366-y

In this study the effect of the reduced distribution of study activities on students' conceptual understanding of statistics is investigated in a quasi-experiment. Conceptual understanding depends on coherent and error free knowledge structures. Students need time to construct such knowledge structures. A curriculum reform at our university resulted in statistics courses which were considerably shortened in time, thereby limiting students' possibility to distribute study activities. Independent samples of students from before and after the reform were compared. To gauge conceptual understanding of statistics, students answered open ended questions in which they were asked to explain and relate important statistical concepts. It was shown that the reduction of distributed practice had a negative effect on students' understanding. The finding that condensed courses make it more difficult for students to reach proper understanding of the subject matter is of interest for anyone who is engaged in reforming curricula or designing courses. (HRK / Abstract übernommen).