How to effectively teach a t-test and critically teach the implications of using it

A doctoral student in a professional program once told me that, even after completing the required statistics course, they could not even do a t-test. Professional or interdisciplinary doctoral programs always require statistics and or quantitative methods courses, but they often lack an approach to teaching those subjects that accommodates the range of prior preparation that students bring into their programs. I have begun to sketch out a post on how such courses could be re-framed as statistical and methodological literacy, that is, giving priority to the ability to engage in critical dialogue with the colleagues one will have who specialize in these areas. But, for now, the student’s comment leads me to recall the exploration I began several years ago now when I went searching on the web for a good example of a t-test.

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One thought on “How to effectively teach a t-test and critically teach the implications of using it

  1. Pingback: Teaching statistical literacy | Intersecting Processes

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