Student’s Perceptions, Learning Challenges, and Academic Performance in Undergraduate Statistics Education
DOI:
https://doi.org/10.65327/es.v12i3.2550Keywords:
Undergraduate Statistics Education, Students' Perceptions, Learning Challenges, Academic Performance, Student EngagementAbstract
Students in undergraduate statistics education must somehow acquire quantitative competence amidst attitudinal and instructional challenges. In this study, relationships among students' perceptions, learning difficulties and academic achievement were explored through quantitative, cross-sectional secondary analysis of data from a survey of 378 students in various academic disciplines. Ten five-point Likert items were used to measure perceptions, questionnaires indicators to measure learning challenges, and self-reported examination marks to measure performance. The following statistical tools were used: descriptive statistics, Pearson correlations and multiple linear regression. The mean of the perceptions of the students was 3.48/5 which was moderately favourable and the average examination score was 76.33/100. Overall engagement was positively correlated with the examination performance (r = 0.454, p < .001), reporting perceptions (r = 0.255, p < .001), but not reporting learning challenges (r = −0.372; p < .001). A regression model with 372 complete cases accounted for 31.2% of the variation in examination scores. There were significant positive correlations between perception score and marks, and between engagement score and marks, and a significant negative correlation between challenges reported and marks. Some of the common problems were reported as 'Not enough practice tasks', 'Not enough use of computer software for statistical analysis', and 'Issues with the teaching methods'. The results confirm the need for better practical learning opportunities and supportive teaching, but are limited by self-reported marks, inconsistent responses to challenges, and a cross-sectional design. Further studies should confirm academic achievement and use standardized assessment tools.d there are no individual assessment components, which limits the interpretation of the results.
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