Abstract
Statistics educators have long recognized the importance of empowering students with statistical thinking skills that could be applied beyond the classroom. However, there is a dearth of research on how students deem statistical topics as having practical future relevance after they complete introductory courses. Focusing on student interest in and perceived value of statistics, this study reports findings from a qualitative study that examined students’ written reflections to explore the nature and extent of the perceived future relevance of statistics among undergraduate students who completed a first-year introductory statistics course online. Findings show that students deemed statistics topics as important if they could be applied to their everyday lives or their academic- and career-related interests. We conclude with recommendations for instructors of introductory statistics courses that enroll students with diverse interests and goals. First published November 2018 at Statistics Education Research Journal Archives
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