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Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students

التفاصيل البيبلوغرافية
العنوان: Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students
المؤلفون: Claudia C. Sutter, Karen B. Givvin, Mary C. Tucker, Kathryn A. Givvin, Ana Leandro-Ramos, Paige L. Solomon
المصدر: Journal of Statistics and Data Science Education, Vol 31, Iss 2, Pp 188-200 (2023)
بيانات النشر: Taylor & Francis Group, 2023.
سنة النشر: 2023
المجموعة: LCC:Probabilities. Mathematical statistics
LCC:Special aspects of education
مصطلحات موضوعية: Gender and race, Higher education, online learning, Learning during the pandemic, Statistics education research, Student struggles and barriers, Probabilities. Mathematical statistics, QA273-280, Special aspects of education, LC8-6691
الوصف: ABSTRACTThe COVID-19 pandemic and shift to remote instruction disrupted students’ learning and well-being. This study explored undergraduates’ incoming course concerns and later perceived challenges in an introductory statistics course. We explored how the frequency of concerns changed with the onset of COVID-19 ([Formula: see text]1417) and, during COVID-19, how incoming concerns compared to later perceived challenges ([Formula: see text]524). Students were most concerned about R coding, understanding concepts, workload, prior knowledge, time management, and performance, with each of these concerns mentioned less frequently during than before COVID-19. Concerns most directly related to the pandemic—virtual learning and inaccessibility of resources—showed an increase in frequency. The frequency of concerns differed by gender and URM status. The most frequently mentioned challenges were course workload, virtual learning, R coding, and understanding concepts, with significant differences by URM status. Concerns about understanding concepts, lack of prior knowledge, performance, and time management declined from the beginning to the end of the term. Workload had the highest rate of both consistency and emergence across the term. Because students’ perceptions have an impact on their experiences and expectations, understanding and addressing concerns and challenges could help guide instructional designers and policymakers as they develop interventions.
نوع الوثيقة: article
وصف الملف: electronic resource
اللغة: English
تدمد: 26939169
2693-9169
Relation: https://doaj.org/toc/2693-9169
DOI: 10.1080/26939169.2022.2132325
URL الوصول: https://doaj.org/article/7ee51d6bffb341eea96589f26036ea4f
رقم الأكسشن: edsdoj.7ee51d6bffb341eea96589f26036ea4f
قاعدة البيانات: Directory of Open Access Journals
الوصف
تدمد:26939169
DOI:10.1080/26939169.2022.2132325