|Carl Lee (USA)||email@example.com|
|Maria Meletiou (Cyprus)||firstname.lastname@example.org|
|Howard K. Wachtel (USA)||email@example.com|
|Aklilu Zeleke (USA)||firstname.lastname@example.org|
|During the recent decade, statistics educators have been paying a good amount of attention to pedagogical issues of teaching introductory statistics. Various innovative teaching strategies including co-operative learning, intensive use of computer technology, hands-on activities, and real world projects have been studied. All of these approaches focus on the cognitive domain of teaching and learning. It is typically assumed that innovative teaching pedagogy will cause students to be more interested and motivated to learn. However, this assumption may not hold as educators had originally anticipated. In this article, we turn our attention to the less investigated learning area of the affective domain, especially with respect to student motivation and expectation. An interview study was conducted to investigate levels of student motivation and expectation before and after a course. The study was conducted in four different types of institutions. Interviews were conducted two to three months after completing an introductory statistics course. Interviewees were selected to represent the grade distribution by selecting three students from each grade level of A, B, and C or lower. We will share the findings from the interview study and propose some strategies that may be useful for motivating non-major students in introductory statistics.|
|Download in Adobe Acrobat format (118 Kb).|
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