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||English (US)|
|Number of pages||19|
|Journal||Statistics Education Research Journal|
|State||Published - Jun 1 2020|
All Science Journal Classification (ASJC) codes
- Statistics and Probability