Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students
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 onse...
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| Format: | Article |
| Language: | English |
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Taylor & Francis Group
2023-05-01
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| Series: | Journal of Statistics and Data Science Education |
| Subjects: | |
| Online Access: | https://www.tandfonline.com/doi/10.1080/26939169.2022.2132325 |
| _version_ | 1797773347352739840 |
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| author | Claudia C. Sutter Karen B. Givvin Mary C. Tucker Kathryn A. Givvin Ana Leandro-Ramos Paige L. Solomon |
| author_facet | Claudia C. Sutter Karen B. Givvin Mary C. Tucker Kathryn A. Givvin Ana Leandro-Ramos Paige L. Solomon |
| author_sort | Claudia C. Sutter |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-12T22:05:06Z |
| format | Article |
| id | doaj.art-7ee51d6bffb341eea96589f26036ea4f |
| institution | Directory Open Access Journal |
| issn | 2693-9169 |
| language | English |
| last_indexed | 2024-03-12T22:05:06Z |
| publishDate | 2023-05-01 |
| publisher | Taylor & Francis Group |
| record_format | Article |
| series | Journal of Statistics and Data Science Education |
| spelling | doaj.art-7ee51d6bffb341eea96589f26036ea4f2023-07-24T16:50:04ZengTaylor & Francis GroupJournal of Statistics and Data Science Education2693-91692023-05-0131218820010.1080/26939169.2022.2132325Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of StudentsClaudia C. Sutter0Karen B. Givvin1Mary C. Tucker2Kathryn A. Givvin3Ana Leandro-Ramos4Paige L. Solomon5University of California, Los Angeles, Los Angeles, CAUniversity of California, Los Angeles, Los Angeles, CAUniversity of California, Los Angeles, Los Angeles, CAUniversity of California, Los Angeles, Los Angeles, CACalifornia State University, Los Angeles, Los Angeles, CAUniversity of California, Los Angeles, Los Angeles, CAABSTRACTThe 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.https://www.tandfonline.com/doi/10.1080/26939169.2022.2132325Gender and raceHigher educationonline learningLearning during the pandemicStatistics education researchStudent struggles and barriers |
| spellingShingle | Claudia C. Sutter Karen B. Givvin Mary C. Tucker Kathryn A. Givvin Ana Leandro-Ramos Paige L. Solomon Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students Journal of Statistics and Data Science Education Gender and race Higher education online learning Learning during the pandemic Statistics education research Student struggles and barriers |
| title | Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students |
| title_full | Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students |
| title_fullStr | Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students |
| title_full_unstemmed | Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students |
| title_short | Student Concerns and Perceived Challenges in Introductory Statistics, How the Frequency Shifted during COVID-19, and How They Differ by Subgroups of Students |
| title_sort | student concerns and perceived challenges in introductory statistics how the frequency shifted during covid 19 and how they differ by subgroups of students |
| topic | Gender and race Higher education online learning Learning during the pandemic Statistics education research Student struggles and barriers |
| url | https://www.tandfonline.com/doi/10.1080/26939169.2022.2132325 |
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