Statistics Teaching Practice at Czech Universities with Emphasis on Statistical Software

This paper aims to reveal the beliefs of students and fresh university graduates about teaching statistics during their university studies with focus on using statistical software. The objective is to detect the approach of faculties to statistics education and to find out which didactic materials and teaching methods are mainly used. Students’ opinions are captured by means of a questionnaire survey and analysed both quantitatively and qualitatively. The results show the increasing importance of quantitative research and the necessity of improving statistical thinking. Unfortunately, the teaching methods used in various statistical courses are outdated and unattractive for most students. They call for an active and modern approach. Teaching statistics with the statistical software support seems to be the right way to make statistics accessible to students. The recommendation is to take students’ notions into account when preparing statistical courses.

Bringing the World to the Classroom: Teaching Statistics and Programming in a Project-Based Setting

ABSTRACT This article introduces how to teach an interactive, one-semester-long statistics and programming class. The setting also can be applied to shorter and longer classes as well as introductory and advanced courses. I propose a project-based seminar that also encompasses elements of an inverted classroom. As a result of this combination, the seminar supports students’ learning progress and also creates engaging virtual classes. To demonstrate how to apply a project-based seminar setting to teaching statistics and programming classes, I use an introductory class to data wrangling and management with the statistical software program R. Students are guided through a typical data science workflow that requires data management and data wrangling and concludes with visualizing and presenting first research results during a simulated mini-conference.

Statistics Instructors' Perceptions of Statistics Literacy in Different Undergraduate Programs

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.

Importancia de la estadística aplicada para la toma de decisiones en marketing

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Building Interactive Tutorials for Teaching Statistics Online with learnr

Introduction: Faculty are increasingly tasked with online teaching duties. This paper provides a how to guide to using the learnr package for R. This package allows instructors to create seamless interactive tutorials that can use video, quizzes, and exercises run in R to foster student engagement and learning of statistics. Statement of the Problem: Since the beginning of the Covid-19 pandemic, more faculty than every are teaching online. learnr tutorials provide a format that allows for greater student engagement with materials by providing opportunities to test knowledge and practice after viewing short videos on topics. Teaching Implications: I provide concrete instructions for developing learnr tutorials for teaching introductory statistics and provide insights from having applied these technologies for over a year. Conclusion: learnr is a tool that can assist instructors in leveraging valuable teaching opportunities afforded by the technology is a manner that requires only small changes in their more prevalent approaches to teaching online.