Enhancing Higher Education Students' Cognitive Achievement in Statistics through Instructor Expressiveness Teaching Behaviour

 This study investigated the influence of instructor expressiveness teaching behaviour on some higher education students' cognitive achievement in Statistics. The study employed a quasi- experimental design in which one hundred and twenty (120) students were selected from a class of two hundred students offering a course titled Introduction to Statistics in Olabisi Onabanjo University Ago - Iwoye Nigeria and were used as the study sample.