I will try to help you discover the answer to your own question rather than me tell you my answer. I believe that if you work for an answer and incorporate your own thoughts in the process, that you will find the experience and the answer more rewarding and long-lasting for you. Much moreso than when you simply incorporate words that I tell you that reflect only my ideas. I often do this by asking you a question.
First, let me emphasize that I am not trying to embarrass anyone--seldom do any of us gain from such an incident. I also realize that none of us like not knowing. However, we are engaged in your initial learning experiences with statistics. It is reputed to be one of the most difficult courses you will take. You are not supposed to be an expert. But you are supposed to invest your intellect, time, and energy to meet this learning challenge. So try not to think that you are on the spot or hot seat. I have a motto on my office wall that I try to remember when I'm engaged with students in the classroom. "Questions are students' acts of courage." Think of these moments (it usually is only moments, but sometimes we imagine seconds to be much longer) as opportunities to engage your thoughts with others, speculate, and get feedback at this early stage of your statistics development.
Sometimes the question is what you think the answer might be. If you bring some prior thought to your question, then we are already on the road to discovery. You can even learn from wrong answers--mistakes are one of our best ways of learning so we can move forward. We tend to remember these lessons longer than some question we answer easily. So I feel my contribution is to help you learn to think critically and logically as you search for answers to your questions. I want you to depend on me less at the end of the semester than you do at the beginning.
Statistics requires precise calculations and communications, if people are to understand the result and use those results to improve their decision-making and better understand the world. Some students think they must respond with exactly the same words that I use. Sometimes this may be true but not always. More likely, if you tell me what you think an answer is, then I can prompt you in areas where you are imprecise. The rest of us may also get a different point of view or different image to use when we visualize statistical concepts, processes, or results. You get to be the teacher or facilitator.
I have another quote in my office. "Experience is a hard teacher because she gives the test first, the lesson afterward." What I want you to do is learn the lessons before the test, so the test is a good experience rather than a late-learning experience.
Finally, I offer everyone the opportunity to engage in this discovery
process and to obtain feedback on your own efforts in my office as well
as the classroom. For those who have not developed your public communication
skills or your confidence as well as you might, I encourage you to come
on in. Bring in some of your solutions to text problems and worksheets
as well as solutions to problems you make up to test your intuition.
For instance, forecast whether a solution will increase or decrease when
some element of the problem changes. Try to develop an intuitive
explanation for why this happens. Then we can work together to learn
statistics.