Survival Tip for Students

Occasionally, an otherwise excellent student who possesses a high G.P.A. will walk into a quantitative or methods course and find themselves floundering for the first time in their academic career. More often than not, this problem is not the result of an inability to comprehend the material or a lack of preparedness. Rather, the problem lies with a unique characteristic inherent in these courses. These courses require application of knowledge to demonstrate proficiency and mastery of the material and they require creative, logical thought. In other words, the answer is rarely in the book. Students have to take the information they have learned, trust that they understand the information, and go out on a limb by putting their application of that information on paper. Below are some suggestions for students that may help to increase a student¹s performance and learning in these classes as well as others.

Keep up! - ³The material presented four weeks from today will be based on the material presented today.² and ³In many ways, all exams are cumulative. A statistics course consists primarily of successive skill layer development. Thus, what you learn in Chapter 2 will be based on the material in Chapter 1 and what you learn in Chapter 3 will be based on and an extension of Chapter 2 and so on. Therefore, it behooves you not to fall behind; this is not a course where you can just pick things up in the middle.
Be prepared to make mistakes and to take risks - mistakes are part of the learning process. If you fail to take risks and you aren¹t making mistakes then you are undercutting your own learning.
Seek understanding vs. rote memorization - as each research problem and scenario are unique, so will be the analysis/interpretation of the data associated with each study. If you simply memorize formulas, you will not know when to use them or how to interpret the data once computed. Thus, seek to understand the concepts. If you understand conceptually the underlying logic of each statistical analyses, you will know when and how to use them. A corollary to the maxim of ³seek understanding vs. rote memorization² is ³study to learn as opposed to studying for a grade².
There may be more than one correct answer to a problem - Often times in statistics, there is more than one answer to a problem or a single answer can be interpreted in diametrically opposed ways. This can be frustrating for students who want one correct answer to a problem. However, this desire for clarity does not reflect the ambiguity of real life. It is important to bear in mind that statistics are not designed to provide ³proof² for a research hypothesis. Rather, they are designed to be used as a tool to help us make educated decisions about research hypotheses.
Practice - practice the problems in the text; make up your own problems; use the literature to study concepts and skills. As with the development of any new skill, practice can lead to developing competence.
Keep your sense of humor - because the application of statistical knowledge requires logical and creative thought, anxiety may be your worst enemy in a statistics class. It is difficult to think clearly if you are surrounded by a cloud of panic. Thus, try to keep this class in perspective and look for ways to make the class fun for yourself.
Be patient with yourself - learning statistics is very much like learning a new language. Early on you do not have enough knowledge to speak in complete sentences but as your learning and skills develop so does fluency. Thus, be patient with yourself as you learn the introductory concepts necessary for the development of statistical competence.
Ask questions - it is impossible for the instructor to know that you do not understand a concept if you do not ask questions. While it may be difficult to raise your hand in public and express confusion, in the long haul, it will be less troublesome than demonstrating your confusion on an exam.
Don¹t be afraid to ask for help - there are many ways that an instructor can help if you are having difficultly. Only by communicating with the instructor can that individual assess how best to provide assistance. It may be that all you need is 5-10 minutes of individualized attention. However, other options are usually available if you need more help. For example, you may choose individualized tutoring (available through the Academic Resource Center) or to join a study group to facilitate your learning. Talk with your instructor.
Use additional resources - feel free to use additional resources to enhance your learning. For example, your text may periodically recommend a reading for additional information relevant to a particular topic. In addition, the instructor may be able to provide a list of suggested readings. In addition, go to the library and make a point of reading professional journal articles (particularly the results sections) in your field. This will help you become increasing familiar with the application and interpretation of statistical information.
Pay attention to time management - as it is so vital not to fall behind in a statistics course, time management is necessary. Therefore, at the beginning of the semester (and periodically throughout) examine the syllabus and develop a formalized schedule for study time, research, homework, etc.. Be sure to pace your readings and assignments. Always try to complete homework assignments as soon as possible after a given class. This will maximize your reinforcement of the learning and minimize your chance to forget what you learned in class.
Take good lecture notes - As with any class it is imperative to take good class notes. Learn to recognize key lecture points. Thus, write down information presented on the board, watch for repetitions in the lecture and readings, watch for other types of ³emphases², pay attention to examples, and listen carefully at the beginning and end of lecture for highlights.

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