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Welcome to the third edition of Using and Interpreting Statistics. I wrote this book because I couldn’t find a text that presented the right amount of material in a straightforward manner that engaged students. My approach is applied—I want students to walk away from a first course in statistics with an ability to do what I call the “human side” of statistics, the things that computers can’t do. Yes, I teach the math of statistics—how to calculate t, F, r, χ², confidence intervals, and a variety of effect sizes—but my overall focus is on leading students to an understanding of the logic (and the beauty) of statistics. At the end of the course, I want students to be able to select the appropriate statistical test for a research question. For the statistical tests, I want them to be able to write, in simple language, a complete interpretative statement and to explain what the results mean. In line with the recommendations from the American Statistical Association’s Guidelines for Assessment and Instruction in Statistics Education: College Report (2010), I aim for a conceptual understanding, not just procedural knowledge.

There are a number of techniques that I use to achieve these goals. The first technique is my clear and approachable writing style, which makes it easier for students to engage with, and actually read, the book. Next, my organization within chapters breaks complex concepts into component parts, so they can be learned in much the same manner as a behavior is shaped. To aid learning, chapters are sprinkled with mnemonic and organizational devices. For example, there are “How to Choose” flowcharts that help students pick the correct statistical procedure, and each statistical test has a series of questions that lead students through the main concepts that need to be covered in an interpretation.