The impact of remote teaching on statistics learning and anxiety

Marshall, E. M., Mahmood, B., Alexander, C. , Bock, M., Haigney, D., Jack, E. and Verrier, D. (2022) The impact of remote teaching on statistics learning and anxiety. MSOR Connections, 20(1), pp. 90-101. (doi: 10.21100/msor.v20i1.1312)

Abstract

In March 2020, staff and students at UK universities had to suddenly transition from on-campus teaching to remote learning as a result of the pandemic, which continued throughout the 2020/21 academic year. Unlike traditional online learners, students may lack the motivation or confidence to learn as effectively online particularly for modules such as statistics which students often find difficult or stressful face to face.This paper uses survey results from students studying elective and compulsory statistics modules in the 2020/21 academic year to gain an insight into remote learning of statistics from the students’ perspective.When compared to previous face to face teaching of statistics, students were less likely to actively engage with material, ask for help or work with peers remotely. Emotional wellbeing, motivation to learn, statistics anxiety and having a suitable learning environment all impacted on being able to learn statistics remotely. Although statistics anxiety in online teaching situations was generally lower, there was no evidence to suggest anxious students would benefit from online learning going forward.

• Item Type: Articles
• Status: Published
• Refereed: Yes
• Glasgow Author(s) Enlighten ID: Alexander, Dr Craig and Jack, Dr Eilidh and Bock, Dr Mitchum
• Authors: Marshall, E. M., Mahmood, B., Alexander, C., Bock, M., Haigney, D., Jack, E., and Verrier, D.
• College/School: College of Science and Engineering > School of Mathematics and Statistics > Statistics
• Journal Name: MSOR Connections
• Publisher: Sigma Network and the Greenwich Maths Centre
• ISSN: 1473-4869
• ISSN (Online): 2051-4220
• Copyright Holders: Copyright © 2022 The Authors
• First Published: First published in MSOR Connections 20(1): 90-101
• Publisher Policy: Reproduced in accordance with the publisher copyright policy