ACHIEVING STATISTICS SELF-ACTUALIZATION: FACULTY SURVEY ON TEACHING APPLIED SOCIAL STATISTICS

Authors

  • SARAH L. FERGUSON Rowan University
  • MARYBETH WALPOLE Rowan University
  • MADJIGUENE S. B. FALL Rowan University

DOI:

https://doi.org/10.52041/serj.v19i2.110

Keywords:

Statistics education research, Learning theory, Mixed methods research

Abstract

In this paper, we detail a convergent mixed-methods survey of faculty teaching applied social statistics courses, analyzed through a framework of learning theory. The survey explored faculty perceptions and use of recommended strategies for statistics education, perceived barriers to student success, and general recommendations for instruction in applied statistics courses. Results indicate some consistency in practice with the recommendations in the literature, but a lack of consistency was noted for strategies such as student reflections, allowing multiple attempts on assignments, and others. Particular attention is paid to connecting the results to learning theory with the discussion framed around a Statistics Self-Actualization model based on Maslow’s 1943 theory of Hierarchy of Needs.

First published June 2020 at Statistics Education Research Journal Archives

Downloads

Published

2021-07-11

Issue

Section

Regular Articles