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August 25, 2025Journal of Tertiary Education and LearningOpen Access

Crafting a Responsive Teaching Framework for Data Analysis: A Phenomenological Study on Students’ Experiences in Learning Descriptive and Inferential Statistics

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Authors

SVSydney Jay VillarinSan Pedro CollegeGLGrace C. LapinigMisamis UniversityDDDivina Gracia DivinoMisamis University

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Overview

Phenomenological study highlights self-efficacy in learning descriptive and inferential statistics, suggesting new instructional strategies.

Key Points

  • Students reported significant anxiety and confusion while learning statistics, but noted improved self-confidence over time.
  • The most impactful instructional strategies included hands-on activities, real-life data applications, and supportive teacher input.
  • Qualitative phenomenological study engaged 26 BEED students at a community college, revealing vital insights into learning experiences.
  • The proposed S.T.A.T.S. framework aims to enhance accessibility, reduce anxiety, and promote statistical literacy through innovative teaching methods.

Cite This Study

Villarin et al. (2025) studied this question.

synapsesocial.com/papers/68af5f13ad7bf08b1eae1f38https://doi.org/10.54536/jtel.v3i3.5483
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