Assessing Student Retention of Essential Statistical Ideas

Flipping an Introductory Biostatistics Course: A Case Study of Student Attitudes and Confidence

“…Confidence in performing statistical methods ranged from a low of 7% Agree/Strongly Agree (ANOVA, n D 7) to a high of 40% Agree/Strongly Agree (one-sample t-test, n D 39). Given that over 60 students reported having a previous statistics course, these numbers are indicative of the difficulty of retaining statistical knowledge, as noted by Berenson et al (2008) and Tintle et al (2012), among other places. There were no notable differences between the flipped and traditional sections, with even the largest difference, confidence in performing and interpreting chi-squared tests, consisting of a relatively small effect size.…”

The Curriculum-Faculty-Reinforcement Alignment and Its Effect on Learning Retention of Core Marketing Concepts of Marketing Capstone Students

“…The question then to be examined in this study is: What is the learning effect for near graduates of varying levels of CFR alignment on the long-term knowledge retention of core marketing concepts originally introduced in a Principles of Marketing course and subsequently covered in a program's core courses? Berenson et al (2008) found that continuous student exposure to a given concept helps to reinforce it in their memory and foster long-term knowledge retention, while reducing learning decay. Researchers have defined long-term retention using a myriad of retention intervals ranging from a few weeks to many years (Berenson et al 2008;Conway, Cohen, and Stanhope 1991;McIntyre and Munson 2008).…”

“…Berenson et al (2008) found that continuous student exposure to a given concept helps to reinforce it in their memory and foster long-term knowledge retention, while reducing learning decay. Researchers have defined long-term retention using a myriad of retention intervals ranging from a few weeks to many years (Berenson et al 2008;Conway, Cohen, and Stanhope 1991;McIntyre and Munson 2008). The long-term retention interval for the present research is conceptualized as a period of two to three years, a typical time interval between students' Principles of Marketing course and their Capstone course.…”

“…This includes understanding exactly how much prerequisite knowledge senior students bring into their marketing capstone course from the core marketing courses that precede it. Previous studies suggest that repetitive exposures to concepts in curricula discipline programs help to facilitate greater learning retention and improvements in learning outcomes, especially when the exposures are spread over a longer period of time (Bacon and Stewart 2006;Berenson et al 2008;Evans 2010;Halpern and Hakel 2003). In this paper, we (1) advance the concept of Curriculum-Faculty-Reinforcement (CFR) alignment, defined as an alignment between marketing concepts that are integral to a program's curriculum (i.e., part of course learning objectives of core, required marketing courses), their perceived importance by the faculty, and their subsequent reinforcement through repeated concept exposure in the core marketing courses that students are required to take in order to earn a degree in a given marketing program; and (2) test the learning effect of such alignment on the longterm retention of core marketing concepts that marketing capstone students are expected to have mastered by graduation.…”

The GAISE College Report: The American Statistical Association Meets Sound Pedagogy in Central Virginia

“…The remaining 23 articles were easily separated into three categories: conceptual (7), practical (9), and empirical (7). Petocz and Reid (2005) (Berenson et al, 2008). Two of the panelists, Mark Berenson and Karen Kinard, directly addressed the GAISE sixth recommendation: Use assessment to improve and evaluate student learning.…”