L'apprentissage par la pratique : vécus d'étudiants en psychologie impliqués dans la création de tutoriels informatisés en méthodes quantitatives

Courses in statistics and research methods are challenging for many students in the health and social sciences. In order to help reduce the anxiety students experience and facilitate their learning in the context of statistics and methodology courses, tutorials have been created by students. The purpose of this study was to gain a better understanding of the experiences of students who developed these tutorials. To better understand their progression would allow us to improve the process of creating tutorials and thus offer a better form of peer tutoring. Six students who developed interactive tutorials were interviewed in semi-structured interviews. The data collected were analyzed using the phenomenological interpretative analysis framework. The analysis of the data was structured by four main themes : the motivation and the interests of the participants, the process of the creation of interactive tutorials, the multiple learnings of the students during their work as well as the potential improvements that they suggested regarding the process of creating interactive tutorials. This study raises the obstacles and facilitators allowing the participants to complete the realization of their tutorial in order to be able to improve this process and thus possibly reduce the statistical anxiety of the students. Future research will be needed to assess the impact of peer-to-peer knowledge transfer and the effect of using interactive tutorials on statistical anxiety and academic performance. interactive tutorials. This study raises the obstacles and facilitators allowing the participants to complete the realization of their tutorial in order to be able to improve this process and thus possibly reduce the statistical anxiety of the students. Future research will be needed to assess the impact of peer-to-peer knowledge transfer and the effect of using interactive tutorials on statistical anxiety and academic performance.