Abstract
Many undergraduate students are required to study statistics, but often struggle understanding concepts, lack engagement, lack confidence, or feel anxious about statistics. Kahoot is a game-based learning platform that can be used to increase student engagement and learning through real-time quizzes. This study aimed to evaluate the use of Kahoot on improving students’ experience of studying statistics in an undergraduate (year 2) course. Pre and post Likert scale questionnaires (including Statistical Anxiety Measure - SAM) were used to collect student responses about their statistics study experience. Questions related to anxiety, confidence, and for the post quiz, additional questions on the impact of Kahoot on behavioural engagement. Post survey results indicate positive changes in students’ perceptions towards studying statistics in terms of anxiety and confidence. Kahoot was shown to have a significant and positive effect on student confidence and was also linked to lowered anxiety. Despite limited data, help-seeking anxiety explained over 50% of variation in final exam performance. Further research is recommended on the effect of Kahoot on student anxiety when studying statistics, particularly as it relates to confidence and performance.
Highlights
Introduction and Literature ReviewStatistics is one of the most widely taught subjects in the undergraduate curriculum and contributes to the development of important skills such as problem solving, critical reasoning and decision making (Cui et al, 2019; Dempster & McCorry, 2009)
In addition to the negativity surrounding the learning of statistics, it is thought that up to 80% of students suffer with situation specific statistics anxiety at some level (Onwuegbuzie & Wilson, 2003)
Statistics anxiety has been linked to poor statistics assessment performance in numerous studies, but it is the link between statistics anxiety, student attitudes and negative learning behaviours which are thought to lead to poor performance (Macher et al, 2011; Gonzalez et al, 2016; Macher et al, 2013)
Summary
Introduction and Literature ReviewStatistics is one of the most widely taught subjects in the undergraduate curriculum and contributes to the development of important skills such as problem solving, critical reasoning and decision making (Cui et al, 2019; Dempster & McCorry, 2009). In addition to the negativity surrounding the learning of statistics, it is thought that up to 80% of students suffer with situation specific statistics anxiety at some level (Onwuegbuzie & Wilson, 2003). It is well established in the literature that low self-efficacy towards learning statistics among students is generally associated with higher levels of experienced statistics anxiety (Chamberlain et al, 2015). Statistics anxiety has been linked to poor statistics assessment performance in numerous studies, but it is the link between statistics anxiety, student attitudes and negative learning behaviours which are thought to lead to poor performance (Macher et al, 2011; Gonzalez et al, 2016; Macher et al, 2013). Anxious students often try to avoid any statistical situation including not attending/listening to lectures, not asking for help, delaying work on assessments until the last minute, persevering less on tasks, and putting little effort into learning (Macher et al, 2011; Kesici et al, 2011), which can subsequently lead to poorer performance, reinforcing a student’s view that they cannot do statistics
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
