In many developing countries the language of instruction at universities is English, while teaching at pre-university level is in the local language. The common reason is that most of the scientific literature is in English and teaching in the native language may leave graduates at a disadvantage. Statistical concepts and methods are most effectively taught through real life examples that the students appreciate and understand. Almost all the textbooks used satisfy this requirement for western students, but most of the examples and exercises used are completely alien to students in the developing world. With limited English they have serious difficulties understanding what is explained in lectures and textbooks. The result is loss of interest in the subject and concentration on passing tests instead of acquiring the intended knowledge and skills. The paper discusses language and cultural difficulties faced by the students in learning Statistics and the challenges to instructors.
(Wednesday 14th, 08:20-09:20)
Khidir Abdelbasit (Oman)