Teaching Statistics Courses: Some Important Considerations  

Most college students from the behavioral and social sciences are 
required to enroll in at least one statistics course. Unfortunately, 
many of these students often attain lower levels of achievement in 
these courses than in their other classes. Consequently, statistics 
instructors are faced with the challenge of deciding how to maximize 
student learning and minimize anxiety and disaffection. Thus, this 
paper provides a discussion of considerations upon which instructors 
must reflect in order to address students' needs: context (e.g., 
undergraduate vs. masterís vs. doctoral), content (e.g., measurement 
vs. evaluation vs. research design), and pedagogical style (e.g., 
web-based vs. traditional; theory vs. concept vs. application).