Modeling Determinants of Challenge in Learning Statistics in Time of the COVID-19 Pandemic

Abstract

During the COVID-19 pandemic, there were a lot of challenges encountered by students in learning statistics online that affected their cognitive attitudes. This study aims to evaluate the different determinants that significantly influenced the engineering students' level of challenge in learning statistics in the new normal with the aid of a structured questionnaire by means of a Google form survey. Descriptive statistics and multiple linear regression analysis were employed to extract meaningful information from the gathered data. Results showed that the students' perception score for the level of challenge in learning statistics is 7.37 (1.99), which can be interpreted as "challenging." This implies that students face challenges as they learn statistics lessons amid the pandemic setup. The regression models constructed have revealed that "age", "sex", "learning environment", "money spent on internet load", "physical health", and "creativity of statistics lessons" are the significant causal factors of the level of challenge in learning statistics. Conclusively, statistics teachers must adjust and be considerate to their students in regard to their learning needs in line with the pandemic setup. The government also must provide a budget for seminars and training to college teachers concerning distance education. Furthermore, it is recommended that statistics teachers must create an interesting learning environment to fully catch students' attention despite challenges.

Modeling Creativity and Enjoyment in Learning Statistics Online in the New Normal

“…Hence, this study attempts to correlate the two variables and explain their trend relationship. Additionally, Casinillo (2022b) stated that several factors influence the creativity and enjoyment of learning during the pandemic.…”

“…On the face of it, learning statistics online is less likely to be creative than face-to-face classes. It is worth noting that creativity generates new ideas and thinking, which is vital to students' cognitive learning attitude (Beghetto, 2017;Casinillo, 2022b). Moreover, due to the obstacles and challenges brought by the health and economic crises, students are less likely to enjoy their lessons in statistics (Casinillo, 2022a).…”

“…In that case, this study attempts to measure and elucidate the level of creativity and enjoyment in learning statistics courses amid the new normal setup, that is, distance education. In the study of Casinillo (2022b), the creative learning experience is enjoyable. Hence, this study attempts to correlate the two variables and explain their trend relationship.…”

“…So, most students are not enjoying their online education because, most of the time, they are experiencing anxiety and depression amid the health crisis (Islam et al, 2020). Another reason is that educators are not prepared enough to teach creatively because of a lack of training due to the abrupt shift in the new normal, especially in statistics which involves a statistical software program that is tedious to teach and more tedious during the new normal (Casinillo, 2022b). In that case, achieving a creative class discussion and monitoring the students' thinking ability is difficult.…”

Modeling Students' Self-Efficacy in Mathematics during the Covid-19 Pandemic

“…Likewise, students have no confidence in asking questions and expressing their ideas due to anxiety levels (Irawan et al, 2020). Teachers also have encountered difficulties in monitoring students' progress in their academic performance in mathematics (Casinillo, 2022). In that case, students' self-efficacy is important when facing obstacles in solving mathematics problems during a time of health crisis.…”