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-Investigator:
Kat Fielder, Research Assistant
College: Healthcare Sciences, James Cook University
Email: katherine.fielder@jcu.edu.au
Co-Investigator:
Kira Maher, BPsych(Hons) Student
College: Healthcare Sciences, James Cook University
Email: kira.maher@my.jcu.edu.au
Co-Investigator:
Nadya Tan,
BPsych(Hons) Student
College: Healthcare
Sciences, James Cook
University
Email: nadya.tan@my.jcu.edu.au
Co-Investigator:
Patricia Seah Yun Ling, BPsych(Hons) Student
College: Healthcare Sciences, James Cook University
Email: yunlingpatricia.seah@my.jcu.edu.au
Supervisor +
Co-Investigator
Dr Daniel
Miller
College: Healthcare
Sciences, James Cook
University
Email: Daniel.miller1@jcu.edu.au
Supervisor + Co-Investigator
Dr Lidia
Suarez
College: Healthcare
Sciences, James Cook
University
Email: lidia.suarez@jcu.edu.au
Supervisor + Co-Investigator
Dr Patrick
Lin
College: Healthcare
Sciences, James Cook
University
Email: patrick.lin@jcu.edu.au
Project finding summaries will be posted here on this project webpage, when available.
Thus far, we have published one journal article and have also presented preliminary findings at an academic conference. Please get in touch if you would like to know more.
- 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
