Abstract

Information Technology (IT) plays an educational role in organizing the learning environment to promote social interaction among students as well as between the students and teacher, but little is known about what underlying factors influence such social interaction within the context of statistics learning. A questionnaire-based survey was conducted to gather data relevant to this issue. The data were then summarized by using factor analysis that yielded the following factors: co-learning, teacher’s scaffolding assistance, the importance of learning partners, collaborative interaction, collaborative learning, and the significance of teacher’s intervention. Further interpretation of the analysis indicates that social interaction among students constitutes a crux of the matter regarding the social process of statistics learning, whereas students benefited from the teacher’s intervention during which the teacher played supportive roles.