Teaching Statistics without Sadistics

Forte, James A.

doi:10.1080/10437797.1995.10672258

Cited by 88 publications

(52 citation statements)

References 28 publications

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“…The importance of statistics software packages in facilitating student learning cannot be overstated in the extant literature (Smith 2003;Hulsizer and Woolf 2009;Šebjan and Tominc 2015). Similarly, employing an appropriate and well-integrated textbook, whether print or electronic, is integral to improving student outcomes (Forte 1995;Symanzik 2006).…”

Section: Pedagogical Tools Employed At Undergraduate Levelmentioning

confidence: 99%

“…Scholars have conducted extensive research on the best way to accomplish the task, investigating the ways in which social science students learn statistics and the obstacles that make their learning more challenging (Finkelstein 1994;Forte 1995;Bridges et al 1998;Paxton 2006;Yamarik 2007;Hulsizer and Woolf 2009;Millis 2012). In addition to this research, the American Sociological Association has developed guidelines on goals and best practices for its teaching (Howery and Rodriguez 2006) and has issued a series of recommendations regarding where statistics training should fall in the departmental curriculum (McKinney et al 2004).…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Statistics Education for Undergraduate Sociology Majors: Survey Findings across Institutions

Deckard¹,

M²

2017

Numeracy

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The need to close the quantitative literacy gap for sociology majors is a perennial topic in discussions of undergraduate sociological training. More and better statistical education with a greater focus on active research and engaged analysis is recommended by the major disciplinary association, as well as virtually all pedagogical agencies. This project explores these differences in the implementation of these recommendations, employing a survey (n=90) to report on the structure of quantitative training for undergraduates majoring in sociology. It finds that the type and extent of this education available to, and required for, sociology majors varies widely across not only institutions but by type of institutional context. The pedagogical resources and tools employed also vary widely. It explores the curricular elements that departments view as the strengths and weaknesses of their quantitative programs in terms of perceived student outcomes and competencies.

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Section: Pedagogical Tools Employed At Undergraduate Levelmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Statistics Education for Undergraduate Sociology Majors: Survey Findings across Institutions

Deckard¹,

M²

2017

Numeracy

View full text Add to dashboard Cite

show abstract

“…Field (2000, p.xiv) states that "since time immemorial, social science students have despised statistics." The dread of statistics courses has also been reported for social work students (Forte 1995) and for education and sociology students (Murtonen and Lehtinen 2003). Students entering these disciplines often do not have a strong mathematics background and often dislike anything "mathematical".…”

Section: Introductionmentioning

confidence: 99%

The Role of Previous Experience and Attitudes Toward Statistics in Statistics Assessment Outcomes among Undergraduate Psychology Students

Dempster

McCorry

2009

Journal of Statistics Education

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“…The articles by Lomax and Moosavi (2002) and Friedman et al (2002), along with others (e.g., Berk and Nanda, 1998;Forte, 1995;Lesser and Pearl, 2008;Schacht and Stewart, 1992), are extremely useful resources for teachers who wish to introduce humor into the statistics classroom. Humor can be used from the start of the course and used regularly during classes and on assessment items, although it is important that it is not overused.…”

Section: Discussionmentioning

confidence: 99%

Statistics? You Must be Joking: The Application and Evaluation of Humor when Teaching Statistics

Neumann¹,

Hood²,

Neumann³

2009

Journal of Statistics Education

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Humor has been promoted as a teaching tool that enhances student engagement and learning. The present report traces the pathway from research to practice by reflecting upon various ways to incorporate humor into the face-to-face teaching of statistics. The use of humor in an introductory university statistics course was evaluated via interviews conducted with a random sample of 38 students. Responses indicated that humor aided teaching by providing amusement, breaking up content, bringing back attention, lightening the mood, increasing motivation, reducing monotony, and providing a mental break. Students that were already motivated and interested in statistics derived less benefit from humor, finding it at times irrelevant and distracting. The selective use of humor is recommended in teaching statistics, particularly for students that hold negative attitudes towards the subject.

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Teaching Statistics without Sadistics

Cited by 88 publications

References 28 publications

Statistics Education for Undergraduate Sociology Majors: Survey Findings across Institutions

Statistics Education for Undergraduate Sociology Majors: Survey Findings across Institutions

The Role of Previous Experience and Attitudes Toward Statistics in Statistics Assessment Outcomes among Undergraduate Psychology Students

Statistics? You Must be Joking: The Application and Evaluation of Humor when Teaching Statistics

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