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dc.contributor.authorLane, David
Oswald, Fred
dc.date.accessioned 2015-02-20T18:12:29Z
dc.date.available 2015-02-20T18:12:29Z
dc.date.issued 2012
dc.identifier.citation Lane, David and Oswald, Fred. "Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty." (2012) http://hdl.handle.net/1911/79040.
dc.identifier.urihttp://hdl.handle.net/1911/79040
dc.description.abstract 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.
dc.language.iso eng
dc.title Statistically Adrift: Why A Central Conclusion in Academically Adrift is Faulty
dc.type Report
dc.contributor.org Department of Psychology
dc.subject.keywordcritical thinking
academically adrift
statistics
numeracy
dc.type.dcmi Text


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