Achieving statistics self-actualization: Faculty survey on teaching applied social statistics

Sarah L. Ferguson; Marybeth Walpole; Madjiguene S.B. Fall

Achieving statistics self-actualization: Faculty survey on teaching applied social statistics

Sarah L. Ferguson, Marybeth Walpole, Madjiguene S.B. Fall

Research output: Contribution to journal › Article › peer-review

Abstract

In this paper, we detail a convergent mixed-methods survey' of faculty? teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Mas low's 1943 theory of Hierarchy of Needs.

Original language	American English
Pages (from-to)	57-75
Number of pages	19
Journal	Statistics Education Research Journal
Volume	19
Issue number	2
State	Published - Jun 1 2020

ASJC Scopus subject areas

Statistics and Probability
Education

Cite this

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title = "Achieving statistics self-actualization: Faculty survey on teaching applied social statistics",

abstract = "In this paper, we detail a convergent mixed-methods survey' of faculty? teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Mas low's 1943 theory of Hierarchy of Needs.",

author = "Ferguson, {Sarah L.} and Marybeth Walpole and Fall, {Madjiguene S.B.}",

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Achieving statistics self-actualization: Faculty survey on teaching applied social statistics

Abstract

ASJC Scopus subject areas

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