Three Empirical Strategies for Teaching Statistics
Bibliographic Data
| ID | 12780758 |
|---|---|
| Authors | Stephen M Marson (0000-0003-4948-5777, University of North Carolina at Pembroke, corresponding author) |
| Year | 2007 |
| Volume | 27 |
| Issue | 3-4 |
| Pages | 199-213 |
| Publication date | 2007-10-10 |
| Peer Reviewed | Yes |
| Open Access | No |
| Type | ARTICLE |
| Venue | Journal of Teaching in Social Work (JOURNAL) |
| Journal identifiers | ISSN: 1540-7349 • E-ISSN: 0884-1233 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1300/j067v27n03_13 |
| OpenAlex | W2160045615 |
| Language | EN |
| Citations received | 6 |
| References cited | 12 |
This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period of eight years of classroom application is outlined and discussed. Third, the three strategies are evaluated by students
Mathematics education · Process (computing · Repetition (rhetorical device · Statistics · Statistics education · Teaching method · Computer Science · Diverse Educational Innovations Studies · Innovations in Educational Methods · Mathematics · Psychology · Statistics Education and Methodologies
| Unique citing works | 6 |
|---|---|
| Citations per year | 0,35 |
| Citation span | 2009 - 2024 (16) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |