"Tell them it's easy": framing incentives in learning basic statistical problems
AbstractLearning 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.
|Journal series||Journal of Behavioral and Experimental Economics, ISSN 2214-8043, (A 15 pkt)|
|Publication size in sheets||0.5|
|Keywords in English||framing, knowledge transfer, elementary statistics, learning, behavioral economics|
|Score|| = 15.0, ArticleFromJournal|
= 15.0, ArticleFromJournal
|Publication indicators||: 2017 = 0.966 (2) - 2017=1.01 (5)|
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