What is it about?
Instead of using traditional problem sets in statistics courses, the article promotes assignments for which students develop a work-related question that is analyzed by the statistical test discussed in class. The work-related question is supplemented by an identification of the relevant population, independent and dependent variables, the reasons the selected statistical test is more appropriate for analyzing the question than other tests discussed in the course, potential data sources, and the policy or administrative implications of accepting and rejecting the null hypothesis.
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Why is it important?
The process of developing work-related questions encourages students to consider the ways in which statistics may be used to analyze issues confronting them in their jobs. It also encourages students to be creative rather than simply memorizing material for exams.
Perspectives
Student comments suggest the process of developing and analyzing work-related questions reduces the fear of statistics because they develop an understanding of the way in which statistics may be used to examine questions confronting them in their jobs.
Robert Peters
Western Michigan University
Read the Original
This page is a summary of: Promoting the use of higher level cognitive processes in a quantitative analysis course, Teaching Public Administration, February 2014, SAGE Publications,
DOI: 10.1177/0144739413516482.
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