Perceived support and recall in statistics learning among undergraduates

The moderating effect of constructivist learning

Abstract

The study examined whether the association between perceived support and recall in statistics learning was affected by the undergraduates' constructivist learning. Participants were 112 undergraduate students (56 males and 56 females, Mean age = 22.22, SD = 2.86 years), drawn using a stratified random sampling technique from a tertiary institution in South-Eastern Nigeria. Measures for data collection were the Perceived Social Support Scale and the obtained recall in statistics grade. The Hayes PROCESS Macro for SPSS which has a regression-based path-analytical framework for analysing the data was employed. Results showed that perceived support had a positive association with recall in statistics learning; constructivist learning had a negative significant association with recall in statistics learning. Constructivist learning moderated the association between perceived support and recall in statistics learning. The findings suggest that learning with the constructivist method contributes to a higher recall of students’ statistics learning. The findings may help advance the recall in statistics learning of undergraduates in most institutions of higher learning.