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Statistics has been recognised as one of the most anxiety-provoking subjects to learn in the higher education context. Educators have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear of statistics. The purpose of this study is to systematically identify students’ perspective of using cooperative learning in a flipped statistics classroom by utilising Q-methodology, which is a combination of qualitative and quantitative research methods. Forty-five students who had participated in a 16 week course were interviewed and asked to rank 30 statements according to their relative importance. Three distinctly different factors that represented groups of participants with similar views were extracted. All groups identified cooperative learning as an effective instructional strategy in flipped classrooms. It is concluded that students’ concerns were reflected in these multiple perspectives; therefore, individual levels of support should be provided.

Students’ perspectives of using cooperative learning in a flipped statistics classroom