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Assessing Areas of Students’ Difficulties in the Learning of Statistics in Distance Learning Programmes in Bayelsa State

Fiepre C. Y. Aprebo Phd

Abstract

This study assessed students perceived difficulties in learning statistics in distance learning programmes in Bayelsa State. A descriptive survey research design was adopted to guide the study. The research was directed by four research questions and two corresponding hypotheses. The population comprised all 2,500 undergraduate and postgraduate students registered in NOUN and NTI centres in Bayelsa State, from which a representative sample of 300 students was drawn. Data were collected using a self-structured questionnaire, validated by experts in measurement and evaluation, with reliability confirmed through Cronbach’s Alpha yielding a coefficient of 0.87. Mean and standard deviation were used to answer the research questions, while hypotheses were tested using independent sample t-tests at a 0.05 level of significance with SPSS version 26. Findings revealed that students generally perceived aspects such as data presentation, graphical representation, measures of central tendency, measures of dispersion, probability, inferential statistics, and application of statistical formulas as difficult. The underlying reasons for these difficulties included anxiety, low self-efficacy, complex formulas, limited peer collaboration, and challenges with online learning platforms. The study concluded that students in distance learning programmes face multifaceted challenges in mastering statistical concepts. It was recommended that educators implement targeted instructional strategies, provide practical examples and exercises, improve online academic support, and promote collaborative learning to enhance students’ understanding and performance in statistics.

Keywords

Students Perceived DifficultiesLearning StatisticsDistance Learning ProgrammesBayelsa State

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