Student views on effective and ineffective learning on graduate level applied statistics courses

Abstract

Applied or service statistics courses are often viewed by students with something less than enthusiasm. Instructors of such courses have argued for the need to alter attitudes and provide more emphasis on real-world problems and issue using real data and computers (e.g. Blalock, 1987; Roberts, 1987; Singer and Willett 1990). In a recent article, Sneetch (1993) reiterated this plea and stipulated that people process information in different ways. Therefore, having different learning styles, they need to be taught with different methods. He concluded by stating that this would result in more favorable attitudes, as well as in greater use of statistical thinking.