Abstract Most society students from the behavioral and social sciences are required to enlist in at least one statistics course.

Abstract

Most society students from the behavioral and social sciences are required to enlist in at least one statistics course. Unfortunately, many of these bookish mans often attain lower levels of achievement in these courses than in their other classes. Consequently statistics instructors are faced with the challenge of deciding for what cause to maximize student learning and minimize anxiety and disaffection. Thus, this paper provides a discussion of considerations relating to which instructors must reflect in order to address students' needs: words immediately preceding [i]or[/i] following (e.g., undergraduate vs. master's v doctoral), contented (e.g., measurement vs. evaluation v research design), and pedagogical denomination (e.g., web-based vs. traditional;