Cultural Diversity and Best Practices in the Teaching and Learning of Statistics: A Faculty Perspective from a Historically Black College/University (HBCU)

Abstract

The literature on the teaching and learning of statistics tend not to address issues of cultural diversity. Twenty-nine students enrolled in a statistics course at a historically Black college/university (HBCU) were the focus of this pilot study. Using structural equation modeling (SEM), the study tested models of the effects of writing assignments, compared to scores on standard homework assignments and midterm grades, on students’ performance on the final examination in the elementary statistics course offered by the psychology department. Consistent with past research on the teaching and learning of statistics, the results supported the hypothesis that writing assignments contribute positively to better performance on the final examination. These preliminary findings suggest that writing assignments in an elementary statistics course are an effective strategy with students attending an HBCU.