Teaching Introductory Statistics: Some Things I Have Learned.

Most college students who major in psychology are required to take an introductory statistics course. This course requirement often elicits anxiety because students believe that statistics is a difficult subject, involves lots of math, and is not relevant to their career goals. The first perception is accurate. Statistics is a demanding subject. However, the other two perceptions are not true: the required mathematics is quite basic, and statistics is an indispensable tool for understanding psychological knowledge. A number of proven teaching techniques are described for changing students' incorrect perceptions about statistics. Also discussed are teaching techniques fro reducing test anxiety, increasing student-teacher interaction, reducing rote memorization, getting students to read assignments on time, and promoting frequent reviews that lead to better long term retention. (Author) Reproductions supplied by EDRS are the best that can be made from the original document. Teaching Introductory Statistics: Some Things I Have Learned Roger E. Kirk Abstract Most college students who major in psychology are required to take an introductory statistics course. This course requirement often elicits anxiety because students believe that statistic is a difficult subject, involves lots of math, and is not relevant to their career goals. The first perception is accuratestatistics is a demanding subject. However, the other two perceptions are not true: the required mathematics is quite basic, and statistics is an indispensable tool for understanding psychological knowledge. A number of proven teaching techniques are described for changing students' incorrect perceptions about statistics. Also discussed are teaching techniques for reducing test anxiety, increasing studentteacher interaction, reducing rote memorization, getting students to read assignments on time, and promoting frequent reviews that lead to better long term retention. U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as received from the person or organization originating it. Minor changes have been made to improve reproduction quality. Points of view or opinions stated in this document do not necessarily represent official OERI position or policy. PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1