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Assessment of Sampling Variation Applets during Development

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Bibliographic Details
Title: Assessment of Sampling Variation Applets during Development
Language: English
Authors: Bruce Dunham (ORCID 0009-0008-7828-2083), Nancy Heckman, Melissa Lee, Mike Whitlock, Gaitri Yapa
Source: Teaching Statistics: An International Journal for Teachers. 2026 48(1):S97-S121.
Availability: Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Peer Reviewed: Y
Page Count: 25
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Undergraduate Students, Statistics Education, Sampling, Introductory Courses, Visualization, Computer Oriented Programs, Computer Uses in Education, Feedback (Response), Learning Activities
DOI: 10.1002/test.70035
ISSN: 0141-982X
1467-9639
Abstract: Concepts relating to sampling variation are known to be difficult for learners in introductory classes. There is some evidence that web-based visualization tools, or "applets," may aid the learning of these challenging ideas. Four freely available applets developed at the authors' institution were extensively tested through sessions involving 42 undergraduate students. Details are given on how students interacted with each applet, the student feedback, and insights into learning following exploration of each applet via a structured activity.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1505714
Database: ERIC
Description
Abstract:Concepts relating to sampling variation are known to be difficult for learners in introductory classes. There is some evidence that web-based visualization tools, or "applets," may aid the learning of these challenging ideas. Four freely available applets developed at the authors' institution were extensively tested through sessions involving 42 undergraduate students. Details are given on how students interacted with each applet, the student feedback, and insights into learning following exploration of each applet via a structured activity.
ISSN:0141-982X
1467-9639
DOI:10.1002/test.70035