Teaching

At Faculty of  Administration and Econometrics , Department of  statistics and Informatics I teach the Course(s) below:

1. Sampling Techniques

2. Bio-statistics

My Philosophy in Teaching

My philosophy of teaching statistics is grounded in the belief that statistical thinking is an essential life skill, not merely a collection of formulas or computational procedures. I strive to create a learning environment where students understand why statistical methods work, how they apply to real situations, and what conclusions can responsibly be drawn from data.

I view teaching as a partnership between instructor and students. My role is to guide, motivate, and support students as they move from memorization to genuine understanding. To achieve this, I rely on four core principles:

1. Develop Conceptual Understanding Before Computation

Students often struggle when statistics is taught as a set of mechanical steps. I emphasize conceptual understanding first—sampling, variability, uncertainty, inference—because these ideas are the foundation of sound statistical reasoning. Computation becomes meaningful only when the underlying logic is clear.

2. Connect Statistics to Real-World Contexts

Students learn best when they see how statistics applies to issues that matter to them—health, business, education, environment, or social behavior. I regularly use real datasets, case studies, and applied research examples to demonstrate how statistical decisions influence real-life outcomes.

3. Encourage Active Learning and Inquiry

Statistics thrives on questioning: What does the data show? Why might this result occur? Can we trust this conclusion?
Through discussions, small-group activities, hands-on data collection, and statistical software, I encourage students to explore, hypothesize, test, and evaluate information critically.

4. Build Statistical Literacy and Ethical Responsibility

A statistically literate person can interpret evidence, recognize bias, question assumptions, and communicate findings clearly. I emphasize ethical data use, transparency, and responsible interpretation. Students are encouraged to think not only about what the numbers say but also about what they don’t say.

Ultimately, my goal is to empower students to become confident users and interpreters of data—skills that will serve them academically, professionally, and as informed citizens.