Motivation for learning statistics: An example from fishery and aquaculture science

Abstract

Teaching statistics to generalist students oriented toward a profession, rather than academic merits, may be challenging. As statistics courses also tend to have a low student appeal, tailoring a course toward this type of audience is demanding. Framed within the theory of statistical thinking and literacy, this article shows how an investigative process, using domain data and real‐life examples, may facilitate meaningful learning and motivate students. Describing and reflecting upon the methods used, both in teaching and assessment, the article contributes to the practice of teaching statistics.