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Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty
One of the most cited findings reported in the book Academically Adrift: Limited Learning on College Campuses by Arum and Roska is that 45 percent of the students did not show a statistically significant gain in critical thinking. In this paper we show that the significance tests were conducted incorrectly and that it would be very unlikely for any single student to show a statistically significant gain.
critical thinking; academically adrift; statistics; numeracy