Statistics is a core subject for most courses at the university level. Most students apply statistics in producing final-year projects. During the period of online learning, it was found that student's performance in this subject has decreased. Therefore, this study was conducted to descriptively examine the errors committed by students in the subject of statistics. A total of 54 students in the semester of October -February 2021 who took statistic subjects were involved in this study. Data were obtained from the online final assessment. This study focused on the topic of hypothesis based on the mean of the lowest scores obtained. Each student's answer sheet was checked and reviewed for their mistakes using the Newman method. The results of the study discovered that majority of the students could not understand the requirements of the questions related to the hypothesis test. This led them to make other mistakes including transformation and process skills. Lecturers need to focus on these errors and use teaching and learning methods more effectively. Indirectly, mastery in the field of statistics can be improved to a more excellent level.

Teaching and learning (TnL) during the Movement Control Order (MCO) is a challenging experience. However, teaching must be implemented until the syllabus is completed. WhatsApp and Google Classroom (GC) applications are used. In addition, video conferencing such as Google Meet is also used. Various issues need to be considered on students' readiness in online learning. Therefore, this case study will identify the factors that influence student readiness and determine the appropriate online learning methods to use. Preliminary survey was conducted through 2 questionnaires, before and after online learning. A total of 49 students answered questions at the first stage in order to find out the readiness of students to accept online learning. Data were analyzed using descriptive data. At the second stage, 41 students answered a five-point Likert type of questionnaire that consists of 21 items and questions for the choice of online learning methods are asked again. Data were analyzed using descriptive data and tested by using linear regression. The findings of the study found that, in the first stage the majority of students prefer to use the WhatsApp application in online learning. However, in the second stage students choose to use a combination of methods between WhatsApp and Video Conference such as Google Meet. It can be said that student readiness in mathematics during MCO is affected by the learning environment. In conclusion, lecturers need to identify suitable methods of online learning so that students can continue to learn efficiently and smoothly.

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