"Tell them it's easy": framing incentives in learning basic statistical problems

Wojciech Bizon

Abstract

Learning quantitative subjects is perceived as a difficult process; congruently, students are often concerned about academic courses involving statistics. Simultaneously, there are a number of tools in psychology and behavioral economics, i.e. framing stimuli, which can increase the efficiency of knowledge transfer processes and level of solving new problems in a simple manner. During a basic statistics test on a group of 284 economics students, it was shown that the method of informing students that a specific problem was very simple, increased their efficiency to solve problems, compared to those who were informed that the problem was very difficult. Using 4 × 2 ANCOVA, with the level of prior knowledge in statistics as the covariant and including gender analysis into the homogeneity-of-slopes model, it was also revealed that the impact of individual framing stimuli is universal and does not depend on the level of prior knowledge of statistics.
Author Wojciech Bizon (FE / DMacro)
Wojciech Bizon,,
- Department of Macroeconomics
Journal seriesJournal of Behavioral and Experimental Economics, ISSN 2214-8043, (A 15 pkt)
Issue year2018
Vol76
Pages76-81
Publication size in sheets0.5
Keywords in Englishframing, knowledge transfer, elementary statistics, learning, behavioral economics
DOIDOI:10.1016/j.socec.2018.08.001
URL https://doi.org/10.1016/j.socec.2018.08.001
Languageen angielski
Score (nominal)15
ScoreMinisterial score = 15.0, 05-10-2018, ArticleFromJournal
Ministerial score (2013-2016) = 15.0, 05-10-2018, ArticleFromJournal
Publication indicators WoS Impact Factor: 2016 = 0.809 (2) - 2016=0.831 (5)
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