This research project is about how teaching and learning
statistics and research methods has been impacted by COVID-19. The study was led by Dr Amanda Krause, Dr Dan Miller, Dr Lidia Suarez, Dr Patrick
Lin, and Mrs Kat Fielder. It was approved by the JCU Human Research Ethics Committee (ID: H8362 and H8417). If you have
any questions about the study, please contact the principal investigator, Dr Krause.
Supervisor +
Principal Investigator
Dr Amanda
Krause
College: Healthcare
Sciences, James Cook
University
Email: Amanda.Krause1@jcu.edu.au
Co-Investigators:
Kat Fielder, Research Assistant, katherine.fielder@jcu.edu.au
Kira Maher, BPsych(Hons) Student, kira.maher@my.jcu.edu.au
Nadya Tan,
BPsych(Hons) Student, nadya.tan@my.jcu.edu.au
Patricia Seah Yun Ling, BPsych(Hons) Student, yunlingpatricia.seah@my.jcu.edu.au
Dr Daniel
Miller, Supervisor + Co-Investigator, Daniel.miller1@jcu.edu.au
Dr Lidia
Suarez, Supervisor + Co-Investigator, lidia.suarez@jcu.edu.au
Dr Patrick
Lin, Supervisor + Co-Investigator, patrick.lin@jcu.edu.au
Project finding summaries will be posted here on this project webpage, when available.
Thus far, we have published two journal articles and have also presented preliminary findings at an academic conference. Please get in touch if you would like to know more.
We have a short, AI research recap video summarizing a publication:
- Abstract: 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. 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. 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. These findings illustrate key challenges specific to teaching and learning statistics virtually, with real implications for how to better design and implement related curriculum.
- You can download the article at: https://doi.org/10.1080/00049530.2024.2347628
- Abstract: Statistical literacy, one of the core skills embedded in tertiary psychology education, is best taught using active learning pedagogy. Although a plethora of research has examined how the implementation of emergency online learning (EOL) in response to COVID-19 impacted teaching and learning in general, limited research has considered how this change affected tertiary teaching of psychology statistics specifically. We conducted an exploratory, two-phase, mixed-method study to consider how the implementation of EOL during COVID-19 impacted the teaching of research methods and statistics at tertiary institutions in Australia. A sample of 21 tertiary educators in Australia (52% females, 48% males), aged 26–55 (M = 39.75) completed an online survey, which included quantitative and qualitative items addressing experiences with online teaching and COVID-19 EOL. Of this cohort, we interviewed three educators about their experience in teaching statistics; changes in teaching conditions from 2019 to the present; challenges and advantages of EOL; and student satisfaction, engagement, and performance. Overall, we found that previous experience with online learning was a better indicator of success in EOL than years of teaching in general. Educators also felt underprepared and under-resourced from their institutions. Many challenges of EOL were identified, with access to statistical software being the key challenge unique to teaching statistics. Overcoming technological inequities was recommended to improve EOL outcomes in the future.
- You can download the article at: https://psycnet.apa.org/record/2023-43032-001
