scholarly journals Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

2021 ◽  
Vol 7 (3) ◽  
pp. 852-871
Author(s):  
Zeynep Medine Özmen ◽  
Adnan Baki
Keyword(s):  
Qualitative Data ◽  
Statistical Literacy ◽  
Course Content ◽  
Under Five ◽  
Statistics Course ◽  
Teaching Statistics ◽  
Statistics Courses ◽  
Undergraduate Programs ◽  
Undergraduate Statistics

The present study aimed to investigate the statistical literacy perceptions of instructors who teach undergraduate statistics courses in different disciplines. Instructors were asked questions on their statistical literacy definitions, organization of the course content, topics emphasized or avoided by instructors in teaching statistics, and instructors post-course expectations from their students. Qualitative data gathered from interviews were analyzed and categorized under five main themes. The instructors' ultimate expectations from the students and the topics they emphasized during the courses are mostly stated in relation with statistical literacy.  They provided less information related statistical literacy about two themes: course content and the issues they avoid. Recommendations from this study include reviewing and revising statistics course content and methods to reveal the components of statistical literacy.

scholarly journals Fostering Students’ Statistical Literacy Through Significant Learning Experience

2015 ◽  
Vol 4 (3) ◽  
pp. 259
Author(s):  
Saras Krishnan
Keyword(s):  
Statistics Education ◽  
Learning Experience ◽  
Educational Settings ◽  
Statistical Literacy ◽  
Major Objective ◽  
Statistics Course ◽  
Teaching Statistics ◽  
New Generation

<p><em>A major objective of statistics education is to develop students’ statistical literacy that enables them to be educated users of data in context. Teaching statistics in today’s educational settings is not an easy feat because teachers have a huge task in keeping up with the demands of the new generation of learners. The present day students have higher expectations in terms of classroom pedagogy particularly in the use of creative and engaging methods to create a significant learning experience for them. This paper discusses how students’ statistical literacy can be fostered by creating a more integrated statistics course using the Fink’s Taxonomy of Significant Learning. </em></p>

Statistical Literacy in the Classroom: Should Introductory Statistics Courses Rethink their Goals?

2016 ◽  
Vol 7 (1-2) ◽  
Author(s):  
Cynthia McLauchlan ◽  
Matthias Schonlau
Keyword(s):  
Undergraduate Students ◽  
Online Survey ◽  
Learning Outcome ◽  
Simple Random Sample ◽  
Introductory Statistics ◽  
Statistical Literacy ◽  
Margin Of Error ◽  
Statistics Course ◽  
Statistics Courses ◽  
The University

AbstractMany undergraduate degrees require the completion of an introductory statistics course, but it is unclear to what extent taking a statistics course improves statistical literacy. We conducted an online survey with a simple random sample of undergraduate students at the University of Waterloo, Canada. We then compared students who have completed at least one statistics course to those who have completed none and found that taking a statistics course did not improve statistical literacy on the questions asked (causation versus correlation, margin of error, and others). Introductory statistics courses may want to address statistical literacy as a learning outcome more explicitly for a better understanding of public policies.

Statistical literacy and the news media

2017 ◽  
Author(s):  
Andrew Gelman ◽  
Deborah Nolan
Keyword(s):  
News Media ◽  
News Article ◽  
Introductory Statistics ◽  
News Story ◽  
Statistical Literacy ◽  
Process Information ◽  
Statistics Course ◽  
Reported Study ◽  
Original Report

An important theme in an introductory statistics course is the connection between statistics and the outside world. Described in this chapter are assignments that can be useful in getting students to learn how to gather and process information presented in the news and scientific reports. These assignments seem to work well only when students have direction about how to do this kind of research. Three versions of the assignment are provided. In all three, students read a news story and the original report on which the article was based, and they complete a worksheet with guidelines for summarizing the reported study. In some versions students are supplied the news story and report and in another each student finds a news article and tracks down the original report on her own. Included here are our guidelines, example instructional packets, and the process we use to organize each type of assignment.

Enhancing statistical literacy skills through real life activities enriched with gamification elements: An experimental study

2021 ◽  
pp. 204275302098701
Author(s):  
Ünal Çakıroğlu ◽  
Mustafa Güler
Keyword(s):  
Experimental Study ◽  
Experimental Design ◽  
Positive Impact ◽  
Real Life ◽  
Literacy Skills ◽  
Statistical Literacy ◽  
Instructional Process ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Statistics

This study attempts to determine whether gamification can be used as a pedagogical technique to overcome the challenges in teaching statistics. A post-test quasi-experimental design was carried out in gamified and non-gamified groups in order to reveal the effect of gamification elements in cultivating students’ statistical literacy skills. Students in gamified group were also interviewed to understand the function of gamification process. The results suggest that; although gamifying the instructional process had a positive impact on developing students’ statistical literacy in medium and high score students; surprisingly the influence of the gamification to the low- achieved scores were not positive. The positive impact was discussed in accordance with the gradual structure of statistical literacy and suggestions for successful gamification applications due to the context were included.

Let’s Talk about Stats: Revising Our Approach to Teaching Statistics in Psychology

2021 ◽  
pp. 003329412110434
Author(s):  
Joshua J. Reynolds
Keyword(s):  
Multilevel Modeling ◽  
Model Building ◽  
Causal Analysis ◽  
Linear Modeling ◽  
Psychological Science ◽  
Long Run ◽  
Statistics Course ◽  
Approach To Teaching ◽  
Undergraduate Statistics ◽  
Data Analytic

Undergraduate statistics in psychology is an important, often challenging, course for students. The focus in psychology tends to be on hypothesis tests, such as t tests and analysis of variance. While adequate for some questions, there are many other topics we might include that could improve that data analytic abilities of students and improve psychological science in the long run. Topics such as generalized linear modeling, multilevel modeling, Bayesian statistics, model building and comparison, and causal analysis, could be introduced in an undergraduate psychological statistics course. For each topic, I discuss their importance and provide sources for instructor’s continuing education. These topics would give students greater flexibility in analyzing data, allow them to conduct more meaningful analyses, allow them to understand more modern data analytic approaches, and potentially help the field of psychology in the long run, by being one part of the strategy to address the reproducibility problem.

Probability and Statistics Apps for Mobile Devices

2015 ◽  
pp. 242-258 ◽  
Author(s):  
Howard P Edwards
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Primary Student ◽  
Statistics Course ◽  
E Learning ◽  
Probability And Statistics ◽  
Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

Probability and Statistics Apps for Mobile Devices

2015 ◽  
pp. 879-894
Author(s):  
Howard P Edwards
Keyword(s):  
Mobile Devices ◽  
Teaching And Learning ◽  
Mobile Apps ◽  
Primary Student ◽  
Statistics Course ◽  
E Learning ◽  
Probability And Statistics ◽  
Undergraduate Statistics

Mobile devices such as tablets and smartphones are rapidly replacing laptops and notebooks as the primary student e-learning device. This chapter discusses the needs of a Statistics app user and how these differ from the needs of users of other Mathematics apps, and then reviews some the mobile apps currently available which enable a user to either learn Statistics or to carry out the sorts of summaries and analyses encountered in an undergraduate Statistics course. Implications of these apps for both teaching and learning are discussed.

The Nonparametric Approach in Elementary Statistics

1974 ◽  
Vol 67 (2) ◽  
pp. 123-126
Author(s):  
Gottfried E. Noether
Keyword(s):  
Social Sciences ◽  
Great Majority ◽  
Graduation Requirements ◽  
Introductory Statistics ◽  
Nonparametric Approach ◽  
The Social ◽  
Statistics Course ◽  
Statistics Courses ◽  
Carry Over ◽  
Elementary Statistics

Introductory statistics courses are taken each year by hundreds of thousands of students across the country. These students come from many fields: the life sciences, humanities, education, agriculture, business, but above all from the social sciences. They rarely take statistics voluntarily. They sign up for the course because of departmental or graduation requirements. The great majority has minimal preparation in mathematics, rarely more than they bring along from high school. They carry over into statistics their prejudices of mathematics and quite often, justifiably so. Teachers of statistics courses should then ask themselves how they can make the introductory statistics course statistically meaningful and not simply an exercise in mathematics or, what may even be worse, a meaningless compendium of statistical techniques.

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