Abstract
This study explores the problems of non-specialist undergraduate students learning statistical concepts. There has been a considerable body of research into the related "Mathematics Problem". In some cases, the problems of learning statistics are regarded as a subordinate part of this. However, the "Statistics Problem" includes concepts related to uncertainty such as the process of Hypothesis Testing, which are complex and even counter-intuitive. This is in sharp contrast to the more definite solutions students expect in general mathematics. Research into the problems of learning statistics is comparatively limited.To investigate this problem two sources of qualitative data are used. Interviews are conducted with teaching staff to determine their attitude and approach and the factors including their background that influence these, such as their own learning experience. Direct observation of a first-year Economics module seminars is used as a case to gain practical knowledge of the way statistics is taught and learnt. For the Interviews Thematic Analysis is used to interpret the data, develop a concept map and theory. For the observational data a more informal thematic approach is used by selecting key excerpts. Bernstein’s theory of pedagogic codes is used as a theoretical framework (Bernstein, 1971).
The findings indicate that the past experiences of teaching staff exert a strong influence on their current practice in teaching statistical material; that precise terminology is of crucial importance in enabling students to overcome common misconceptions; and that students benefit from being made aware of the particular problems of teaching and learning statistics.
The conclusion offers some pedagogical insight and practical recommendations for addressing the problems of teaching statistics.
| Date of Award | 2024 |
|---|---|
| Original language | English |
| Supervisor | Vanessa Cui (Director of Studies), Stephen Griffin (Second Supervisor 1) & Peter Samuels (Second Supervisor 2) |