'The fact that it was online did have a significant impact': A qualitative exploration of psychology students' perceptions of learning research methods and statistics across different modalities.

This article examines undergraduate psychology students' experiences of learning quantitative research methods and statistics online, based on focus groups with 13 students from a Scottish university. Two main themes emerged: the "dual function of the computer screen," which highlighted both facilitative aspects (such as flexible access to materials and control over engagement) and barriers (notably difficulties in asking questions and reduced interaction), and "responsibility for engagement," which addressed challenges in student motivation and differing views on whether engagement is primarily the students’ or instructors’ responsibility. The study underscores the value of combining online resources with face-to-face teaching, recommends strategies like anonymous question submission to improve interaction, and calls for tailored support to reduce statistics anxiety and enhance motivation in blended learning environments. Limitations include the small, predominantly female sample from a single institution, suggesting further research across diverse contexts is needed.