From Hating Statistics to Receiving Positive Student Evaluations: Using a Three-Step Approach and Direct Instruction to Teach Undergraduate Statistics

Undergraduate statistics courses can be aversive for students completing the course and instructors developing the course. Over the past three years, I have attempted to reduce these anxieties by incorporating a systematic structure in which material is presented in a uniform way using a three-step (Tell-Show-Do) and direct instruction approach.