AccessMyLibrary provides FREE access to over 30 million articles from top publications available through your library.
Create a link to this page
Copy and paste this link tag into your Web page or blog:
Abstract
Most college students from the behavioral and social sciences are required to enroll in at least one statistics course. Unfortunately, many of these students often attain lower levels of achievement in these courses than in their other classes. Consequently, statistics instructors are faced with the challenge of deciding how to maximize student learning and minimize anxiety and disaffection. Thus, this paper provides a discussion of considerations upon which instructors must reflect in order to address students' needs: context (e.g., undergraduate vs. master's vs. doctoral), content (e.g., measurement vs. evaluation vs. research design), and pedagogical ...