The most important question is not 'how?' but 'why?: A multi-method exploration of a blended e-learning approach for teaching statistics within Undergraduate psychology

Muse, Kate ORCID: 0000-0001-5824-1841, Scurlock-Evans, Laura and Scott, Helen (2021) The most important question is not 'how?' but 'why?: A multi-method exploration of a blended e-learning approach for teaching statistics within Undergraduate psychology. Psychology Teaching Review, 27 (1). pp. 26-41.

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Abstract

Research methods and statistics are cornerstones of undergraduate psychology degrees. However, many students find the subject uninteresting and anxiety provoking, while educators find it challenging to teach. This multi-method action research project explored how e-learning activities within a blended learning context affected students? experience of learning statistics. Data were gathered with first year undergraduate students via a survey (n = 89), two focus groups (n = 12), and interviews with educators (n = 2). The e-learning activities were valued by students and staff, owing to the interactive, flexible approach to learning they afforded. The blended strategy provided an opportunity for students to develop intrinsic motivation to learn statistics, completing a range of activities to develop competence with autonomy. Social support from peer-networks and tutor feedback during face-to-face sessions facilitated deeper learning. These findings are timely, given increases in online teaching resulting from changing higher education landscapes and the Covid-19 pandemic.

Item Type:	Article
Article Type:	Article
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education > LB2300 Higher Education
Divisions:	Schools and Research Institutes > School of Education and Science
Research Priority Areas:	Health, Life Sciences, Sport and Wellbeing
Depositing User:	Anne Pengelly
Date Deposited:	16 May 2022 09:53
Last Modified:	31 Oct 2023 15:37
URI:	https://eprints.glos.ac.uk/id/eprint/10988

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