Government Statistics and Teaching
I have two kids, both in college, and I regularly see them notable upset and frustrated. The reason is normally the same; They are late with their government statistics homework. They have managed to navigate through the college maze fairly successfully. At least until they stumble upon anything that looks like math.
Even the math they can do is ok. But when it comes down to government statistics, they are always at a loss. A countless night without sleep, suffering. But yet the success is very modest because I see they pass their classes; but they don’t learn much. What is that with statistics that creates this situation in my, otherwise, successful college kids?
The reason I think is in the method of teaching. I have a strong reason to say what I say. Also, I have formal training in math or otherwise said; A mathematician is my profession. Why is this, and I’m terribly surprised that no one else raises her hand to complain. Turns out, kids are not guilty of the massacre we can experience at every respectable government statistics course. Because let’s face it. Many students face some very simple demands. It is enough for them to repeat formulas like a parrot.
That way they pass their government statistics class with no or little difficulty.
But yet those don’t learn even the name of their textbook. Then you find those that have to face some teachers that seem to think that their students are some experts. They will assign an unreasonable amount of statistics homework. Kids sink subsequently. Why? I still haven’t given the answer, right?
Dependably, I was a conscientious student. I did those things children should do; focus in class, finish homework assignments, contemplate for tests, read. I did truly well: I got into a gifted and skilled open center school program and went ahead to be acknowledged to School. I likewise got into both of the tuition based schools I connected to, with 95% scholarships. Clearly, I was doing entirely well in the greater part of my center subjects.
However, notwithstanding this proof, I never felt like I was great at math. I additionally despised it, to a great extent since I never felt like I comprehended what was going on, regardless of what my test scores may have said. From that time forward, I have kept on having a positive association with math, however, I still clearly recall my days of math shirking and nervousness. This mix has ended up being a perfect foundation for coaching. For this reason helping my get through this is what I desire most even if am traveling I would rather postpone.
The pure and simple truth about government statistics
Students are being cheated because they are forced to believe that they have learned. They understand government statistics as a standalone entity. When there is no reason to think; a normal human being could learn statistics. Even without going over a formal course in Probability Theory. It’s as simple as that. How were you supposed to understand Part 2 of a novel? Especially if you don’t read Part 1? It is the same with probability? What about statistics? Where the latter is the logical. And necessary continuation of the other.
I have always wondered why they do it. And then they complain because some students are trying to find government statistics homework help online because they cannot find it in their class room because they are forced to learn of a story without knowing the beginning of it. I think the institutions should look on to this with the help of the government and make sure they help the kids adequately.
How do we solve this? Well, it is a grave problem.
College planners make their strategies on the air dreaming of the ideal requirements for certain degrees. Can you imagine them? “The candidate needs to show a solid understanding of statistical analysis, and blah, blah, blah.” They make their castles in the air and their dreams they want to require students to have these and those skills, but they don’t seem to understand the nature of a process that leads to the right expertise hence leading them to grow and develop the society.
They want to form “experts” in government statistics, but they want that expertise to be acquired from thin air. I think it is time to reformulate all these pretentious academic plans and put our foundations onto something slightly more robust.