Leehu Zysberg
Statistics for cowards: a field study of the effects of re-designing order and presentation in statistics courses for social science college students
Tel Hai Academic College
abstract problem statement social science curricula include least basic component statistics courses courses typically dreaded students perceive hard irrelevant line academic training result achievements performance field scientific literacy often compromised purpose study field study examined potential effects new way presenting old materials student attitudes implementation statistical knowledge methods field study following longitudinal design conducted 2academic years period total 364 students provided input analysis redesigned two elements standard curriculum introductory statistics courses education psychology 1 redesigned order subject presentation match social science logic line reasoning rather statistical logic 2 redesigned assignments content specific outcome measures included 1 teaching quality assessment standard survey filled students evaluating teachers courses taught 2 rates student involvement individual study projects empirical nature indicative activity representing successful implementation statistical researchrelated skills social sciences findings results results provided evidence supporting effectiveness intervention described students assessment courses teachers though faculty remained intervention rose significantly rise remained significant even controlling potential intervening factors rates student involvement research activities doubled patterns differed 2 programs sampled conclusions recommendations modifying structure presentation may benefit teachers learners struggling effectively come terms statistical scientific reasoning social sciences implications directions future studies pointed