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Assessing Effectiveness of Mnemonics for Tertiary Students in a Hybrid Introductory Statistics Course

机译：在混合入门统计课程中评估大学生助记符的有效性

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摘要

Mnemonics (memory aids) are often viewed as useful in helping students recall information, and thereby possibly reducing stress and freeing up more cognitive resources for higher-order thinking. However, there has been little research on statistics mnemonics, especially for large classes. This article reports on the results of a study conducted during two consecutive fall semesters at a large U.S. university. In 2014, a large sample (n = 1487) of college students were asked about the usefulness of a set of 19 published statistics mnemonics presented in class, and in 2015, the students (n = 1468) were presented 12 mnemonics related to inference and then asked whether or not they used mnemonics on that exam. This article discusses how students assess the usefulness of mnemonics and evaluates the relationship between using mnemonics and reducing anxiety. Additionally, the relationship between mnemonic usage and learning outcomes achievement will be discussed, along with this study's limitations and implications for teaching.
机译：助记符（记忆辅助）通常被认为有助于学生回忆信息，从而减轻压力并释放更多的认知资源用于高级思维。但是，关于统计助记符的研究很少，特别是对于大类。本文报告了在一所美国大型大学连续两个秋季学期进行的一项研究结果。 2014年，对大学生（ n = 1487）进行了抽样调查，询问了一组19种已发布的统计助记符在课堂上的用处; 2015年，对学生（ n = 1468）进行了介绍12个与推论有关的助记符，然后询问他们在该考试中是否使用助记符。本文讨论了学生如何评估助记符的有用性，以及如何评估助记符与减轻焦虑之间的关系。此外，还将讨论助记符用法与学习成果之间的关系，以及本研究的局限性和对教学的影响。

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