How Can Statistics Support Critical Thinking

Dr. Lara-Gonzalez

I am a professor of statistics at one of the local universities. In the last week of my last term, Spring 2020, I posted the following question to my students; should there be a prerequisite course or preparation course before this class? I have been doing this activity for the last four years and the answers are always the same: mathematics, algebra, and Excel. But this time, I received an original answer, not related to mathematics or any other data analysis tool. What I read surprised me. This student suggested a class of logical thinking to analyze and interpret the attributes of a data set. In my view, logical thinking will be helpful. But critical and analytical thinking skills will be beneficial and essential for students who are taking statistics to interpret and draw inferences about a population by evaluating statistical data sets and present and communicate with clarity, accuracy, and precision of the implications and consequences of their findings.

I have been teaching mathematics and statistics for the past 10 years. It is a simple transition. However, in an informal conversation with colleagues and friends, I have maintained that teaching statistics is more challenging than teaching mathematics. Learning statistics is more demanding and stimulating than mathematics. In statistics, for teaching and learning a real-world application require three specific competencies that are a link to critical thinking skills:

  1. The ability to connect statistics and real-life situations;
  2. The knowledge of basic statistical concepts such as probability distribution, statistical significance, hypothesis testing, and regression; and
  3. The ability to integrate the elements of a statistical study and to communicate the results clearly.

As a professor, I have encountered all kinds of students taking a statistics class. The minority of those students are excited to learn about statistics. While the majority are nervous because their previous experiences with statistics were not pleasant, or they have heard the negative stories from other students and their experiences of taking statistics. I regularly listen to freshman students expressing their uneasiness about statistics; “I took statistics once and hated it; memorizing all those formulas is impossible.” Similarly, I have encountered students who do not know what to expect from the course. My academic experience indicates that when students do not know what to expect, they are not fully prepared. Thus, it can affect their success in the course. Particularly statistics that is a technical and creative discipline where students can see and experience the usefulness in action. This practical and creative discipline requires an intellectual process.

Image result for critical thinking

Source: eschoolnews.com

Scriven and Paul (2003) describe critical thinking as an intellectual process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and evaluating information gathered or generated by observation, experience, reflection, reasoning, or communication, as a guide to belief and action. Because of this intellectual process, the use of critical and analytical thinking skills is vital. It is a requisite to have critical thinking skills to select the right statistical analysis or the right statistical model for a particular problem. Then, students have to have the same analytical and critical skills for interpreting, inferring, and evaluating the implication and consequences of the results. Last, communicating the findings to address the stated problem with clarity, accuracy, and precision, it is essential to display intellectual integrity.

Reference

Scriven, M. & Paul, R. Defining critical thinking. Foundation for Critical Thinking. Retrieved from https://louisville.edu/ideastoaction/about/criticalthinking

Six Tips to Become a Successful Online Student

Source: dailypennsylvian.com
Source: dailypennsylvian.com

Sabith Khan

With the sudden change in school and college schedules, with the COVID-19 situation, most institutions in the U.S. are going online. Many are scrambling to make this transition, while those who are better prepared are doing it smoothly.

There seem to be multiple resources for teachers on how to teach better, however; I haven’t seen many resources for students – especially if they haven’t taken many online courses and are new to the medium.

Here are my six tips for you, the learner, on how to be a successful online student:

1. Be prepared before the online chat

The first rule of online classes is to be thorough and read all the required material before you meet online, for the live chat component. Many instructors design classes that have some component of synchronous live-chat in addition to having pre-recorded videos. This is helpful, as the live-chat allows students to ask questions, clarify any doubts, etc.

2. Be organized

This is related to the point above, but being prepared and organized is a prerequisite, in online classes, as it is in grad school, generally. I have seen multiple students just show up to class, expecting to be spoon-fed information and knowledge. This doesn’t make for a responsible online learner.

3. Listen

It is important to be a good listener. This is key to learning in an online environment.

4. Dedicated space

If you have kids at home or other responsibilities towards others, create a dedicated space for your online class and also for work. Communicate your need for privacy and dedicated time for study, reflection and class participation with your partner/ kids/ roommates. They should respect your need for this time and space. If you cannot create this at home, find a library or coffee shop where you can focus.

5. Participate

You need to put in the effort to participate, both in online discussions as well as in the chat sessions. Being shy or reserved doesn’t help – and will not certainly earn you all the points that you can. While some students may have anxiety issues and may not participate, this medium allows for greater risk-taking, so one can overcome one’s anxiety.

6. Offline work

If you need to get together with your classmates either in person or on the phone, during non-class hours, that may help in building community.

Learning is a social process and the stronger your network of learners, the better. Remember, you can learn as much from your classmates as you can from the professor.