In previous works, we evaluated the statistical reasoning ability acquired by health sciences' students carrying out their final undergraduate project. We found that these students achieved a good level of statistical literacy and reasoning in descriptive statistics. However, concerning inferential statistics the students did not reach a similar level. Statistics educators therefore claim for more effective ways to learn statistics such as project based investigations. These can be simulated, based on previously supplied data, or real, based on data collected by the students themselves. In this work, we intend to evaluate and compare the statistical reasoning and thinking ability acquired by health sciences' students when conducting both real and simulated investigations.
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