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A critical component in teaching research methods and statistics is linking the data collection with data analysis in such a way that students are engaged and encouraged. Using a strategy congruent with Greek's “active learning” (1995) and Chernak and Weiss's “activity-based learning” (1999), this paper outlines a heuristic mechanism that involves students with data collection, analysis, and utilization of 5 different software programs. To illustrate the process, a case study of my Spring 1999 graduate course in quantitative methods and computer utilization is presented.
More than anyone else, John Sloan taught me to teach. He, Brenna Kelly and three JCJE peer reviewers graciously reviewed this paper. Thanks are also due to the students in CCJ6706.71.
More than anyone else, John Sloan taught me to teach. He, Brenna Kelly and three JCJE peer reviewers graciously reviewed this paper. Thanks are also due to the students in CCJ6706.71.
Notes
More than anyone else, John Sloan taught me to teach. He, Brenna Kelly and three JCJE peer reviewers graciously reviewed this paper. Thanks are also due to the students in CCJ6706.71.
