| Title: |
What They Remember May Not Be What They Understand: A Study of Mnemonic Recall and Performance by Introductory Statistics Students |
| Language: |
English |
| Authors: |
Megan Mocko (ORCID 0000-0003-3806-0220); Amy E. Wagler (ORCID 0000-0001-9799-6059); Lawrence M. Lesser (ORCID 0000-0001-5762-3987); Wendy S. Francis (ORCID 0000-0001-6309-3353); Jennifer M. Blush; Karly Schleicher; Patricia S. Barrientos |
| Source: |
Journal of Statistics and Data Science Education. 2024 32(4):416-431. |
| Availability: |
Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: |
Y |
| Page Count: |
16 |
| Publication Date: |
2024 |
| Document Type: |
Journal Articles; Reports - Research |
| Education Level: |
Higher Education; Postsecondary Education |
| Descriptors: |
College Students; Statistics Education; Scaffolding (Teaching Technique); Mnemonics; Learning Strategies; Familiarity; Recall (Psychology); Praxis |
| Geographic Terms: |
Florida |
| DOI: |
10.1080/26939169.2024.2334905 |
| ISSN: |
2693-9169 |
| Abstract: |
A large-scale (n = 1323) survey of mnemonic recall, self-reported familiarity, cued explanation, and application by introductory statistics students was conducted at a large research university in the southeastern United States. The students were presented 14 mnemonics during the fall 2017 term. Different nonoverlapping cohorts of students were asked at different time points to complete a survey about mnemonic use. At each time point, the students were asked to recall any mnemonic that they remembered, explain the mnemonic when cued, self-report their degree of familiarity, and apply the mnemonic. Of the 14 mnemonics, acronym-type mnemonics were recalled more frequently, but longer phrase-type mnemonics were explained and applied more often. These findings suggest that instructors should provide scaffolding to move a student from recalling a mnemonic to using a mnemonic toward successful completion of the statistics problem at hand. |
| Abstractor: |
As Provided |
| Entry Date: |
2024 |
| Accession Number: |
EJ1444187 |
| Database: |
ERIC |