Asking students how to best teach statistics virtually: results of focus group discussions

ABSTRACT

Objective

The unique circumstances of COVID-19 have raised questions of best practices for how to teach statistics virtually. The present study evaluated which characteristics of statistics learning activities in the virtual environment increase undergraduate psychology students’ (a) engagement, (b) satisfaction, and (c) knowledge of statistics.

Method

Semi-structured focus groups (N = 13 participants, aged 21–58, 64.3% female, 28.6% male, 7.1% gender fluid) were conducted. The focus group conversations were transcribed and analysed using reflexive thematic analysis.

Results

The findings indicate three main themes: catering to/supporting external students, why learning statistics online does not work, and how to make teaching and learning statistics online work. Social norms that prioritise time efficiency over engagement and interaction mean that the immediacy of learning and engaging with an instructor is often lost virtually. Suggestions for how to improve teaching and learning statistics online centred on readily accessible content, statistical software access, a teaching delivery that is methodical and flexible, immediacy of instructor response, and prioritising student-student and student-instructor connection.

Conclusion

These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.

Key Points

What is already known about this topic:

1. Students experience statistics and research methods anxiety and avoidance.

2. The switch to emergency online learning during COVID-19 was challenging for educators and students.

3. Difficulties occur in implementing active learning for statistics teaching in an online environment.

What this topic adds:

1. Learning statistics online is considerably different to what is traditionally experienced on-campus. Those instructing these subjects need to be aware of the unique challenges faced in teaching and learning statistics content online.

2. Educators must strive to counteract social norms that prioritise time efficiency over engagement and interaction. Genuine communication opportunities amongst staff and students will support student engagement, satisfaction, and confidence.

3. When teaching statistics subjects online, content should be flexibly accessible in a way that students can access it anytime and anywhere. Home access to statistical software and a software “how to” guide are essential for psychology students when studying statistics subjects online.

KEYWORDS:

• Research methods
• statistics
• psychology
• tertiary educators
• COVID-19
• teaching and learning

Acknowledgements

The authors wish to thank the individuals who participated in the research and JCU staff members for their early feedback on this project.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Author contributorship

AK and DM secured funding for the project. AK, KF, and DM collaboratively developed the study and KF conducted the data collection. KF conducted the data analysis, with input from AK and DM. KF drafted an initial version of the manuscript, with AK and DM offering input and revisions. All authors collaborated to approve the final version of the manuscript.

Data availability statement

The raw data and materials presented in this article are not readily available in compliance with the study’s ethical approval. Requests regarding the data should be directed to Amanda Krause, [email protected]. No aspects of the study were pre-registered.

Notes

1. External enrolment is defined as “off-campus” or online delivery.

Additional information

Funding

This research received support financial support via the James Cook University JCUA and JCUS Cross-collaboration scheme.