Teaching Hypothesis Testing Methods to Graduate and Undergraduate Students Using Equivalence-Based Instruction

Summary

This study evaluated equivalence-based instruction for teaching hypothesis testing methods to graduate and undergraduate psychology students. The instructional classes represented statistical tests, including the z-test, t-test, F-test, chi-square test, and binomial test.

Using a pretest–training–posttest–maintenance design, the study examined whether computer-controlled match-to-sample training could establish derived relations among statistical tests and related concepts. Performance improved after training, class-consistent responding emerged, and the effects were maintained at follow-up.

Research line

• Training: structured instruction for expanding academic and behavioral repertoires
• Verbal Behavior: derived stimulus relations and language-based academic learning
• Statistics Education: teaching hypothesis testing as a network of related concepts

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Recommended citation

Yusunoki, D., Yamaguchi, K., & Matsuda, S. (2026). Teaching hypothesis testing methods to graduate and undergraduate students using equivalence-based instruction. Behavioral Interventions. https://doi.org/10.1002/bin.70062

Recommended citation: Yusunoki, D., Yamaguchi, K., & Matsuda, S. (2026). Teaching hypothesis testing methods to graduate and undergraduate students using equivalence-based instruction. *Behavioral Interventions*. https://doi.org/10.1002/bin.70062
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