Background

A philosophical shift in statistics regarding emphasis on “New Statistics” (NS; Cumming, G. (2014). The new statistics: Why and how. Psychological Science, 25(1), 7-29.) over conventional null hypothesis significance testing (NHST) raises the question of appropriate material coverage in undergraduate statistics courses.

Objective

We examined current practices in statistics pedagogy at the graduate and undergraduate levels for both NS and NHST.

Method

Using an online survey of a nationwide sample of current graduate students (n = 452) and graduate faculty (n = 162), we examined statistics pedagogy and perceptions of best approaches for teaching undergraduate statistics.

Results

In undergraduate statistics courses, coverage of NS material involves modest instruction in effect sizes and confidence intervals, while NHST remains dominant. Graduate courses have more balanced coverage. Effect size estimation was regarded as the most important NS knowledge for success in graduate school and the topic most in need of increased undergraduate coverage.

Conclusion

Undergraduate statistics courses could increase NS coverage, particularly effect size estimation, to better align with and prepare students for graduate work.

Teaching Implications

This research summarizes graduate program expectations and graduate student experiences regarding undergraduate statistics that current instructors can use to shape the content of their classes.

中文翻译：

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新统计，旧学校：当前介绍性本科和研究生统计教学实践概述

背景

统计学中关于强调“新统计”的哲学转变（NS；Cumming, G.（2014）。新统计：为什么和如何。心理科学，25（1），7-29。）超过传统的零假设显着性检验(NHST) 提出了本科统计学课程中适当材料覆盖的问题。

客观的

我们研究了 NS 和 NHST 在研究生和本科阶段统计教学的当前实践。

方法

通过对当前研究生 ( n = 452) 和研究生教师 ( n = 162)的全国样本进行在线调查，我们研究了统计学教学法和对本科统计学教学最佳方法的看法。

结果

在本科统计学课程中，NS 材料的覆盖范围涉及对效应大小和置信区间的适度指导，而 NHST 仍然占主导地位。研究生课程有更均衡的覆盖面。效应量估计被认为是研究生院成功最重要的 NS 知识，也是最需要增加本科覆盖率的主题。

结论

本科统计课程可以增加 NS 的覆盖范围，尤其是效果大小估计，以更好地与学生保持一致并为研究生工作做好准备。

教学意义

这项研究总结了研究生课程的期望和研究生在本科统计方面的经验，当前的教师可以用它们来塑造他们的课程内容。