I teach Business Statistics to students from diverse backgrounds in terms of age, culture, ethnicity, lifestyle, and socioeconomic status. My students are ranged in age between 23 and 35. English is a second language for all the learners outside Canada. Majority of my students are working part-time while studying for their master's degrees, averaging 20 hours a week. Most students are technologically savvy, attracted to teamwork activities and group discussions, interested in experimenting and discovering new approaches and solutions to problems. However, they do not share the same learning styles, goals, and interests. Some of them receive knowledge visually, auditory or through a certain sense. They also have different personality traits and come from different educational model and institutional behaviors.
In addition, students who enroll in a statistics course, have different motives for attending this course (e.g. to complete a statistic course, to seek new experiences, to perfect skills, to become competent, to succeed and do well). My students also have different level of self-efficacy and confident in studying statistics. Based on my experience, I found that some students think that statistics is difficult, complicated subject, and is very tough to get best mark in this course. Some of them think that they are not good at math so this subject should be demanding for them. Furthermore, they may have different knowledge and skills in using technology. It is clear that students are different from each other. They have different needs, different interests, different learning paths and different types of intelligence. So, I cannot use a same practice or strategy for all my students.
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