This notion often resonates among students who did not actively choose to delve into the details of data analysis but find themselves learning it as part of their degree programme. But what if we could transform this perception? What if we could introduce a new dimension of assessment that, at first glance, seems to have little to do with the conventional learning of statistical tools? In this article, I will share my experience of integrating video/audio casts into the learning environment of the ‘Data Analysis for Management’ module at Lancaster University Management School, making the study of hypothesis testing not just informative but also entertaining and engaging. An audio/video medium Using podcasts as an educational tool is a rather familiar approach when we talk about podcasts created by educators to diversify the ways new content is presented to students, making it more engaging and entertaining (e.g., Kay, 2012; Prince, 2020; Noetel et al., 2021; Besser, Blackwell, and Saenz, 2022). The use of student-generated podcasts in education is gaining more attention (e.g., Almendingen et al., 2021; Hall and Jones, 2023; Wakefield, Pike, and Amici-Dargan, 2023). The purposes of using student-generated podcasts might range from learning new technology and developing communication skills to improving engagement and creativity, using them for assessment, or disseminating information. In my case, I was planning to use studentgenerated podcasts to help my students better understand hypothesis testing, as I have noticed that this topic is rather challenging. Business students often find learning about hypothesis testing challenging for several reasons, including the abstract nature of statistical concepts, challenges with connecting these concepts to real-world situations, and potential discomfort with mathematical calculations. Students might not be able to see the immediate relevance of learning these concepts to their future career in business. This might negatively affect their motivation and engagement with the subject. Would working on a real-life problem and presenting it in the format of an audio or video cast be a way to demonstrate to students the relevance of hypothesis testing to their future work and enhance their engagement with the learning process? An innovative challenge In the 2022/23 academic year, I introduced a new type of group assessment in my module Data Analysis for Management, offered to second and third-year students. The students were given a task to produce a video/audio cast where they had to present their study using hypothesis testing on a topic of their choice. The students did not need to produce any calculations but talk about the hypotheses they were planning to test, possible outcomes, as well as how they were planning to collect data and other necessary assumptions. The students were encouraged to be creative, and they could choose any format for their presentation. Around 70 students took this module, and they were working in groups of five. After submission, each group marked another group’s podcast using a marking scheme I developed, and provided feedback. I circulated the evaluation form asking the students for feedback. The students’ feedback was very positive. They highlighted that the group project was the most interesting part of the module and that they were having fun working on the podcast. After getting such encouraging feedback, I decided to repeat the assessment in the 2023/24 academic year. Thinking outside the box The submitted work exceeded my expectations and was very inspirational. The students went above and beyond in their selection of topics and the presentation of their material. I could see BBC news items, interviews with experts, episodes of regular podcasts on statistics, and even animation. Topic ranged from new realities of working from home, and the effects of Brexit on trade, to the impact of vaccination on the Covid19 rate, and the impacts of hosting big football tournaments on the local economy. In the evaluation form, I asked the students what they liked about this assessment. The students pointed out that what they liked was an interactive way of learning, that they could think of a real-life problem and go through all the necessary steps in planning the study. The students appreciated the freedom of their choice of topics and creativity in presenting their topic of study, and said they now understand better the relevance of hypothesis testing to real-life problems. All in all, it was an interesting experience. From the educator’s point-of-view, it was a challenging but useful and rewarding experience. It is a challenge to deviate from a well-established route and be prepared for unexpected things, but it is always rewarding to see the positive outcomes of your efforts. 25 Scholarship Matters Have you ever heard complaints about data analysis modules being dry, mathsheavy, and lacking in space for entertainment and engagement?
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