Exploring the Effectiveness of Bite-Sized Learning for Statistics via TikTok

Jacobs, Aimee, Pan, Yu-Chun and Ho, Yen-Chen (2025) Exploring the Effectiveness of Bite-Sized Learning for Statistics via TikTok. The International Journal of E-Learning & Distance Education, 39 (2). ISSN 2292-8588

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Abstract

Business statistics is an essential course in the curriculum of business degree programs. Statistics is traditionally a challenging course that may be met with trepidation by many students. A pedagogical approach known as bite-sized learning has gained popularity to alleviate the difficulties associated with comprehending complex concepts. This approach delivers content in manageable increments, reducing cognitive burdens. In tandem, instructors can leverage social media platforms to deliver bite-sized content, making the learning process more engaging and accessible. Among these platforms, TikTok, a widely popular social media platform, resonates with students for familiarity and engagement making it an ideal tool for delivering educational content. This research sought to investigate the effectiveness of implementing bite-sized learning strategies via TikTok within a business statistics course. The study divided students into treatment and control groups, administering pre-tests and post-tests. The treatment group, receiving TikTok supplemental material, demonstrated significantly higher scores than the control group, suggesting the efficacy of bite-sized lessons through TikTok in improving student performance. Moreover, the flexibility of using short-form videos as a supplemental tool makes them an effective resource for both in-class and online or distance learning environments, where students can engage with the material at their own pace.

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