Printer Friendly

A Statistics Course with No Instructor? Why Students Would Revolt.

To read the full text of this article, click here: http://www.eric.ed.gov/ERICWebPortal/contentdelivery/servlet/ERICServlet?accno=ED482121

The purpose of this study was to talk with students about their experiences taking introductory statistics. There are few data in the current literature beyond "statistics anxiety" and test scores to tell us how students perceive the course. The researcher met with 11 students individually for 4 interviews throughout the semester, followed by a member-checking focus group during the last week of classes. One of the most salient themes to emerge from the data was the students' reliance on their instructor for feedback about performance, directions on taking notes, and creating a classroom environment that motivates them to study. Further, none of these students considered this course as different from any of their other courses except in content. The paper discusses some implications for helping instructors create supportive classroom environments through a model that stresses the interactions between students and instructors, both directly in the classroom and indirectly outside the classroom. (Author/SLD)

COPYRIGHT 2003 U.S. Department of Education
No portion of this article can be reproduced without the express written permission from the copyright holder.
Copyright 2003 Gale, Cengage Learning. All rights reserved.

Article Details
Printer friendly Cite/link Email Feedback
Author:Earley, Mark A.
Publication:ERIC: Reports
Date:Oct 1, 2003
Words:225
Previous Article:Governance in the Twenty-First-Century University: Approaches to Effective Leadership and Strategic Management. ASHE-ERIC Higher Education Report....
Next Article:Narrowing the Gaps in Educational Attainment within States: A Policymaker's Guide to Assessing and Responding to Needs for Community College Services.
Topics:

Terms of use | Privacy policy | Copyright © 2020 Farlex, Inc. | Feedback | For webmasters