Quelques aspects de l’incompréhension des tests statistiques

• Autores: Zahid Elm'hamedi
• Localización: Recherches en didactique des mathématiques, ISSN 0246-9367, Vol. 39, Nº 2, 2019, págs. 167-211
• Idioma: francés
• Títulos paralelos:
  • Algunos aspectos de la incomprensión de los tests estadísticos
  • Some aspects of the misundertanding of statistical tests
• Texto completo no disponible (Saber más ...)
• Resumen
  • español

    La teoría de las pruebas estadísticas es la piedra angular de la investigación empírica en áreas tan diversas como la educación, la psicología, la sociología, la medicina, agronomía, economía, ecología, derecho, etc. Desafortunadamente, lo que generalmente se presenta hoy en términos de la enseñanza de esta teoría, es una amalgama entre las pruebas de significación de Fisher y los tests de hipótesis (o de decisión) de Neyman-Pearson. El objetivo de este artículo es presentar un conjunto de aspectos de las dificultades y posibles errores de comprensión de los estudiantes, relacionados con el valor p y el nivel de significación, conceptos fundamentales en los procedimientos que subyacen las pruebas estadísticas. Para conseguir este objetivo, hemos escogido, de una manera aleatoria, una muestra constituida por 140 estudiantes, los cuales han cumplimentado un cuestionario compuesto de seis preguntas relacionadas con estos aspectos. Los resultados a los que hemos llegado ponen de relieve varias problemáticas, cuya estudio solo puede mejorar el aprendizaje de esta herramienta estadística de uso común.

  • English

    Statistical testing theory is the cornerstone of empirical researches in many fields such as education, psychology, sociology, medicine, agronomy, economics, ecology, law, etc. Unfortunately, what is commonly presented in matter of teaching this theory is an amalgam between the significance testing of Fisher and hypothesis testing (or of decision) of Neyman-Pearson. The aim of this paper is to present a set of aspects of students’ difficulties and misunderstandings related to p-value and significance level, which are fundamental concepts in the procedures underlying significance tests. In order to successfully carry out this project, we chose a random sample constituted of 140 university students, to whom we administered a questionnaire including six questions involving such aspects. The results we obtained have highlighted several anomalies, the consideration of which can improve the learning of this commonly used statistical tool.

  • français

    La théorie des tests statistiques est la pierre angulaire des recherches empiriques dans des domaines aussi variés que l’éducation, la psychologie, la sociologie, la médecine, l’agronomie, l’économie, l’écologie, le droit, etc. Malheureusement, ce qui est généralement présenté aujourd’hui relativement à l’enseignement de cette théorie, est un amalgame entre les tests de signification de Fisher et les tests d’hypothèse (ou de décision) de Neyman-Pearson. L’objectif de cet article est de présenter un ensemble d’aspects de difficultés et d’incompréhensions éventuelles des étudiants, relatifs à la p-valeur et au niveau de signification, concepts fondamentaux dans les procédures sous-jacentes aux tests de signification. Afin de mener à bien ce projet, nous avons choisi, d’une manière aléatoire, un échantillon constitué de 140 étudiants, auquel nous avons administré un questionnaire composé de six questions, impliquant ces aspects. Les résultats auxquels nous sommes arrivés ont mis en exergue plusieurs anomalies, dont la prise en compte ne peut qu’améliorer l’apprentissage de cet outil statistique couramment utilisé.

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