Teaching Statistics in Context: Effects of Statistics History on Student Learning

Students often learn statistical techniques and theory without historical context. Would integrating history support student experiences and lead to improved learning? An online randomized cross-over experiment with 135 participants examined (a) comprehension of statistical concepts (Fisher’s exact test and Pearson’s correlation) after watching short videos with and without historical context, and (b) overall attitudes towards including the history of statistics in live/online lectures. Self-reported viewing habits and comprehension were comparable in participants who watched the videos with and without history. Despite this, participants generally had a positive attitude towards its inclusion. Likewise, at least three times as many participants agreed that videos with historical context were preferred, important, and worth the time.