Factors contributing to making the learning of statistics an enjoyable experience

Article

Nooriafshar, Mehryar. 2003. "Factors contributing to making the learning of statistics an enjoyable experience." International Journal for Mathematics Teaching and Learning.

Authors
Article Title	Factors contributing to making the learning of statistics an enjoyable experience
ERA Journal ID	20497
Article Category	Article
Author	Nooriafshar, Mehryar
Journal Title	International Journal for Mathematics Teaching and Learning
Article Number	297
Number of Pages	12
Year	2003
Place of Publication	Plymouth, UK
ISSN	1473-0111
Web Address (URL)	http://www.cimt.plymouth.ac.uk/journal/enjoystats.pdf
Abstract	The findings of the study reported in this paper are based on an investigation into more effective methods of teaching and learning statistics. This investigation was a part of a formal research project funded by the Faculty of Business, University of Southern Queensland. The study was conducted by surveying year-12 students of ten High Schools in and around Toowoomba in Queensland. Both public and private schools were included in the study. The sample comprised 133 randomly selected students. Despite the importance of statistics in tertiary education and professional activities, the majority of the students did not think that they would have any use for or exposure to it in the future. Having someone with a strong mathematics background at home, students’ level of fear of statistics and their mathematical inclination appear to be amongst the main factors which contribute to making statistics an enjoyable subject to learn. The findings also demonstrated that most High School students have a preference for visual learning with regard to statistics. This finding indicates that learning via multimedia, with interactive animations, appears to be an attractive approach in' new times'.
Keywords	statistics, education, multimedia, learning style
ANZSRC Field of Research 2020	490599. Statistics not elsewhere classified
	390109. Mathematics and numeracy curriculum and pedagogy
Public Notes	Copyright The copyright in all of this material belongs to the originators who created it. The material is made available through the CIMT for downloading and dissemination for NON-PROFIT MAKING PURPOSES ONLY. http://www.cimt.plymouth.ac.uk/journal/default.htm
Byline Affiliations	University of Southern Queensland

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