There is a common saying that goes roughly, “Give a person a fish and you feed him for a day. Teach a person to fish and you feed her for a lifetime.”
Statistics education is all about teaching people to fish. In a topic on questionnaire design, we choose as our application the consumption of sugar drinks, the latest health evil. We get the students to design questionnaires to find out drinking habits. Clearly we don’t want to focus too much on the sugar drink aspect, as this is the context rather than the point of the learning. What we do want to focus on is the process, so that in future, students can transfer their experience writing a questionnaire about sugar drinks to designing a questionnaire about another topic, such as chocolate, or shoe-buying habits.
Questionnaire design is part of the New Zealand school curriculum, and the process includes a desk-check and a pilot survey. When the students are assessed, they must show the process they have gone through in order to produce the final questionnaire. The process is at least as important as the resulting questionnaire itself.
Here is our latest video, teaching the process of questionnaire design.
Another important learning tool is the use of examples. When I am writing computer code, I usually search on the web or in the manual for a similar piece of code, and work out how it works and adapt it. When I am trying to make a graphic of something, I look around at other graphics, and see what works for me and what does not. I use what I have learned in developing my own graphics. Similarly when we are teaching questionnaire design, we should have examples of good questionnaires, and not so good questionnaires, so that students can see what they are aiming for. This is especially true for statistical report-writing, where a good example can be very helpful for students to see what is required.
But I’d like to take it a step further. Perhaps as well as teaching how to design a questionnaire, or write a report, we should be teaching how to learn how to design a questionnaire. This is a transferable skill to many areas of statistics and probability as well as operations research, mathematics, life… This is teaching people to be “life-long learners”, a popular catchphrase.
We could start the topic by asking, “How would you learn how to design a questionnaire?” then see what the students come up with. If I were trying to learn how to design a questionnaire, I would look at what the process might entail. I would think about the whole statistical process, thinking about similarities and differences. I would think about things that could go wrong in a questionnaire. I would also spend some time on the web, and particularly YouTube, looking at lessons on how to design a questionnaire. I would ask questions. I would look at good questionnaires. I would then try out my process, perhaps on a smaller problem. I would evaluate my process by looking at the end-result. I would think about what worked and what didn’t, and what I would do next time.
This gives us three layers of learning, Our students are learning how to write a questionnaire about sugar drinks, and the output from that is a questionnaire. They are also learning the general process of designing a questionnaire, that can be transferred to other questionnaire contexts. Then at the next level up, they are learning how to learn a process, in this case the process of designing a questionnaire. This skill can be transferred to learning other skills or processes, such as writing a time series report, or setting up an experiment or critiquing a statistical report.