Writing Assignments in Statistics Classes Encourage Students to Learn Interpretation

Abstract

Students in four statistics classes received different amounts of guidance and instruction in interpretive skills. Students who wrote press releases free of statistical jargon acquired better computational and interpretive skills than did students in a traditional class. Emphasis on interpretation was not associated with greater conceptual knowledge. Writing assignments appear to focus students' attention on the context and rationale for the statistics. This technique can also he used in other courses.