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Abstract This paper employs a three-step process to analyze three empirically supported strategies for teaching statistics to BSW students. The strategies included: repetition, immediate feedback, and use of original data. First, each strategy is addressed through the literature. Second, the application of employing each of the strategies over the period of eight years of classroom application is outlined and discussed. Third, the three strategies are evaluated by students.
Stephen M. Marson (Wed,) studied this question.