. Many educators have noted that students remember very little of what they have previously
learned in statistics. One reason is that statistics is akin to a new language, comprising of unique
vocabulary and syntax. Lalonde and Gardner (1993) showed that learning statistics is analogous
to learning a second language, and argued that it is difficult for students to achieve and maintain
fluency with limited exposure. The goal is to discover ways to enhance the learning—increase the
retention—of statistical knowledge