LEARNING STATISTICS COURSES IN HIGHER EDUCATION: A SYSTEMATIC REVIEW

Abstract

Statistics is a core subject in many higher education programs, yet students frequently encounter challenges such as anxiety, low motivation, and difficulty in applying statistical concepts. This systematic literature review aims to explore how students learn statistics in higher education settings. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) protocol, a total of 30 relevant studies were identified from Scopus and Web of Science databases. The analysis is organized into three major themes: (1) student attitudes, motivation, and anxiety toward statistics; (2) innovative teaching strategies and pedagogical interventions; and (3) skill development, assessment, and statistical thinking. The review highlights those negative attitudes and anxiety can significantly hinder learning outcomes. However, the use of active learning, contextualized content, and supportive teaching methods shows positive effects on engagement, confidence, and performance. Furthermore, emphasis on practical application and critical thinking improves statistical reasoning. These findings provide useful insights for educators, course designers, and academic institutions aiming to enhance teaching practices and learning outcomes in statistics education.