@article{Morris_Scanlon_1, title={Active learning of statistics: a case study}, volume={8}, url={https://journal.alt.ac.uk/index.php/rlt/article/view/1164}, DOI={10.3402/rlt.v8i1.11983}, abstractNote={<p>Students studying psychology or a social science have to take courses in statistics, but students often experience difficulties in learning statistical concepts and techniques. Indeed, there is a body of interdisciplinary research that indicates that students tend to have confusions and difficulties with a variety of topics in statistics (Garfield and Ahlgren, 1988; Shaughnessy, 1992). It has been found that students hold misconceptions relating to fundamental statistical concepts, such as the mean and correlation (Mevarech, 1983; Morris, 1997). Research in computer-based learning has looked at how the computer can be used effectively to address students’ statistical misconceptions and help students come to understand key statistical ideas (Cumming and Thomason, 1995; Morris, 1998).</p><p><strong>DOI:</strong>10.1080/0968776000080109</p><ul class="clear doimetalist"></ul><p> </p&gt;}, number={1}, journal={Research in Learning Technology}, author={Morris Erica J. and Scanlon Eileen}, year={1}, month={1} }