A continuous assessment scheme for statistics courses for social scientists

Integrating Real-Life Data Analysis in Teaching Descriptive Statistics: A Constructivist Approach

“…The literature is replete with comments about students who never attain a reasonable grasp of the most basic concepts, and who don't have the knowledge that allows them to implement what they have studied. Many of the acquired concepts remain abstract and unrelated to relevant, practical application (cf., Coleman, 1999;Drew, 1997;Broers & Imbos, 2005;Garfield & Ahlgren, 1988;Herman, Notzer, Libman, Braunstein, & Steinberg, 2007;Jolliffe, 1976;Kalton, 1973;Shaughnessy, 1992;Singer & Willett, 1990). Traditional methods of statistics teaching have come under serious criticism because of their failure to help students achieve sufficient in-depth understanding of concepts and principles so as to be able to use them in new situations.…”

Do‐it‐yourself Opinion‐poll Sampling Experiments

“…Students were given different (super) populations. The reason for doing so and for leaving some of the details of sampling open was that students were being assessed on the basis of coursework see [3]. In some instances there would be advantages in having all students do the same exercise.…”

Matematik Öğretmen Adaylarının İstatistik Öz-Yeterlik İnançlarının İncelenmesi: Filistin Örneği

“…When researches on statistics education are examined, various studies about the effect of different teaching approaches (e.g., project based learning, technology based learning, etc.) on statistical literacy and the development of statistical thinking levels are encountered (GAISE, 2005;Garfield & Ben-Zvi, 2008;Joliffe, 1976;Koparan & Güven, 2013;Sevimli & Aydın, 2017). It is also necessary to examine the process of learning statistical concepts cognitively and to evaluate the difficulties experienced in statistical subjects in relation to affective factors.…”