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Teaching and Learning Statistics: A Case Study of Improving a Statistics Course

Authors Pierre Gander
Published in Internal report
Publisher University of Gothenburg, Pedagogical Development and Interactive Learning (PIL)
Place of publication Gothenburg, Sweden
Publication year 2019
Published at Department of Applied Information Technology (GU)
Language en
Keywords statistics, applied statistics, statistics learning, statistics teaching, method course
Subject categories Pedagogy, Pedagogical Work, Learning, Didactics, Cognitive science, Cognitive science


The teaching and learning of statistics in higher education presents several challenges: abstract concepts, lack of pre-knowledge, statistical anxiety and students’ motivation. Still, knowledge of statistics is relevant for several reasons: students need to understand research in their field, it is important with statistically literate citizens for society, and there is utility and relevance of statistics for various professions. The present study considers how a statistics course can be designed to support student learning. A focus group study was carried out with five students who had taken a statistics course in order to investigate their understanding and reflections on learning. Students’ challenges are discussed in relation to guidelines from the literature of how statistics courses should be designed. Methodological reflections on using focus groups in educational research is offered.

Page Manager: Webmaster|Last update: 9/11/2012

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