Abstract
The purpose of this phenomenological study was to talk to students about their experiences taking introductory statistics. The author met with eleven students individually for four interviews throughout the semester, followed by a member- checking focus group during the last week of classes. One of the most salient themes to emerge was the students’ reliance on their instructor for feedback about performance, directions on taking notes, and the creation of a classroom environment that motivated them to study. As part of the phenomenological tradition, the author presents his own reflections based on these students’ comments. Conclusions include the encouragement of instructors to be more mindful of students’ reactions to course content, and suggestions for developing a more learner-centered learning environment. First published May 2007 at Statistics Education Research Journal Archives
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