scholarly journals An Exploration of Preference for Numerical Information in Relation to Math Self-Concept and Statistics Anxiety in a Graduate Statistics Course

2014 ◽  
Vol 22 (1) ◽  
Author(s):  
Amanda Williams
Keyword(s):  
Self Concept ◽  
Statistics Anxiety ◽  
Numerical Information ◽  
Statistics Course

scholarly journals Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

2019 ◽  
Vol 9 (1) ◽  
Author(s):  
Guenter Faber ◽  
Heike Drexler
Keyword(s):  
Interaction Effects ◽  
Self Concept ◽  
Statistics Anxiety ◽  
Science Students ◽  
Utility Value ◽  
Domain Specific ◽  
Experience Levels ◽  
Prior Experiences ◽  
Education Science

Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to ex­­plain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially ex­plained by their self-concept and negative utility value – but not by their prior sta­tistics ex­periences. However, conceptually assumed interaction effects between motivation and ex­perience variables did not occur. Instead, students’ statistics anxiety appeared to be de­pendent on self-concept and value scores across all experience levels. Moreover, different operationa­lizations of the experience variable produced somewhat varying effect patterns. Find­ings are discussed in terms of conceptual, methodological, and instructional implications.

scholarly journals That Old Devil Called ‘Statistics’: Statistics Anxiety in University Students and Related Factors

2020 ◽  
Author(s):  
Melita Puklek Levpušček ◽  
Maja Cukon
Keyword(s):  
High School ◽  
University Students ◽  
Trait Anxiety ◽  
Rating Scale ◽  
Self Concept ◽  
Average Score ◽  
Statistics Anxiety ◽  
Related Factors ◽  
Study Programme ◽  
Class Anxiety

The present study investigated relationships between statistics anxiety (SA), trait anxiety, attitudes towards mathematics and statistics, and academic achievement among university students who had at least one study course related to statistics in their study programme. Five hundred and twelve students from the University of Ljubljana completed the Statistics Anxiety Rating Scale (STARS), State-Trait Anxiety Inventory, and answered questions about their perceptions of mathematics and statistics. The results showed below-average mean scores on the STARS dimensions, except for the Test and Class Anxiety with the average score around the midpoint of the scale. Female students reported higher levels of SA than male students did. The highest levels of SA were reported by students who perceived mathematics and statistics as a threat. The subscales of the STARS correlated positively with students’ trait anxiety. Students who reported less enjoyment in mathematics in high school perceived statistics to be a less worthy subject and had a lower computation self-concept. Students who had better mathematics performance in high school and higher average study grades also reported a higher computation self-concept. In the present study, we translated the STARS questionnaire into Slovenian and confirmed the six-factor structure of the questionnaire. The results provide a basis for further research on statistics anxiety and further validation of the STARS questionnaire. The results can also aid statistics teachers in better understanding students’ worries, fears, and attitudes towards statistics and in learning about the factors that affect students’ statistics anxiety and their work in the course.

scholarly journals Statistics anxiety in university students in assessment situations

2018 ◽  
Author(s):  
Dolores Frias-Navarro ◽  
Hector Monterde-i-Bort ◽  
Nuria Navarro-Gonzalez ◽  
Olaya Molina-Palomero ◽  
Marcos Pascual-Soler ◽  
...  
Keyword(s):  
Psychology Students ◽  
Statistics Anxiety ◽  
Course Materials ◽  
Teaching Guide ◽  
Statistics Course ◽  
Research Designs ◽  
The Subject ◽  
Performance Statistics ◽  
High Level ◽  
The Relationship

Many students have feelings of state anxiety when exams, and these feelings probably affect their performance. Statistics courses have been identified as producing the most anxiety. The purpose of our study is to measure statistics anxiety throughout an academic course (pre-test and three assessments) in order to observe its change and analyze the relationship between statistics anxiety and academic achievement. The sample is composed of 30 Psychology students taking a course in research designs and statistics (26.7% men and 73.3% women) with a mean age of 20.31 years (SD = 3.76). The results show that the students begin with a high level of statistics anxiety that gradually declines as the course progresses and they study the course materials. Moreover, the final achievement in the subject maintains an inverse relationship with the level of statostics anxiety. The recommendation is to present the detailed contents of the teaching guide on the first day of the course in order to reduce students' anxiety and uncertainty when beginning a statistics course.

USING ATTITUDES AND ANXIETIES TO PREDICT END-OF-COURSE OUTCOMES IN ONLINE AND FACE-TO-FACE INTRODUCTORY STATISTICS COURSES

2018 ◽  
Vol 17 (2) ◽  
pp. 68-81
Author(s):  
WHITNEY ALICIA ZIMMERMAN ◽  
STEFANIE R. AUSTIN
Keyword(s):  
Test Anxiety ◽  
Rating Scale ◽  
Statistics Education ◽  
Course Completion ◽  
Self Concept ◽  
Introductory Statistics ◽  
Statistics Anxiety ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference

An abbreviated form of the Statistics Anxiety Rating Scale (STARS) was administered to online and face-to-face introductory statistics students. Subscale scores were used to predict final exam grades and successful course completion. In predicting final exam scores, self-concept, and worth of statistics were found to be statistically significant with no significant difference by campus (online versus face-to-face). Logistic regression and random forests were used to predict successful course completion, with campus being the only significant predictor in the logistic model and face-to-face students being more likely to successfully complete the course. The random forest model indicated that self-concept and test anxiety were overall the best predictors, whereas separately test anxiety was the best predictor in the online group and self-concept was the best predictor in the face-to-face group. First published November 2018 at Statistics Education Research Journal Archives

scholarly journals Kecemasan Statistika pada Mahasiswa Program Sarjana Pendidikan Agama Islam Universitas Islam Negeri Walisongo Semarang

2020 ◽  
Vol 3 (2) ◽  
pp. 55
Author(s):  
Dwi Yunitasari ◽  
Muhammad Iqbal
Keyword(s):  
Undergraduate Student ◽  
Rating Scale ◽  
Statistics Anxiety ◽  
Undergraduate Program ◽  
Statistics Course ◽  
Measurement Results ◽  
Class Anxiety ◽  
High Level ◽  
Anxiety And Fear

Abstract: The high level of student’s statistics anxiety  affects the performance of students in the study of statistics. The measurement of statistical anxiety is still rarely done, and the measurement results are also vary.  This study explores the level of student's statistical anxiety in the Islamics Education undergraduate program at UIN Walisongo Semarang who took the statistics course in the odd semester of 2020/2021. Research respondents were 70 people. To measure the level of anxiety of statistics students, an instrument of measurement that is used is the Statistical Anxiety Rating Scale (STARS) at the three factors first, namely: Test and class anxiety, Interpretation Anxiety, and Fear of Asking for Help. Observations carried out by way of filling the questionnaire by the students, and analysis of data using analysis of statistics descriptive. Results of the study showed the levels of statistics anxiety for undergraduate student at the Islamic Study of UIN Walisongo Semarang is an amount to 31%. The factors that most trigger statistical anxiety are tests and class activity. If differentiated by the type of sex, then a student of women experiencing anxiety statistics are more substantial than the students of men.Abstrak: Tingginya level kecemasan statistika (statistics anxiety) mahasiswa mempengaruhi performa mahasiswa dalam belajar statistika. Pengukuran kecemasan statistika masih jarang dilakukan, dan hasil pengukurannya juga beragam. Penelitian ini mengeksplorasi level kecemasan statistika mahasiswa pada program sarjana PAI UIN Walisongo Semarang yang mengambil matakuliah statistika pada semester gasal 2020/2021. Responden penelitiannya adalah 70 orang. Untuk mengukur level kecemasan statistika mahasiswa, instrumen pengukuran yang digunakan adalah  Statistical Anxiety Rating Scale (STARS) dengan dengan tiga faktor pertama, yaitu:, Test and class anxiety, Interpretation Anxiety, dan Fear of Asking for Help. Observasi dilakukan dengan cara pengisian kuesioner oleh mahasiswa, dan analisis data menggunakan analisis statistika deskriptif. Hasil penelitian menunjukkan level kecemasan statistika mahasiswa program sarjana PAI UIN Walisongo Semarang adalah sebesar 31%. Faktor yang paling memicu kecemasan statistika adalah ujian dan kegiatan perkuliahan (Test and Class Anxiety). Jika dibedakan berdasarkan jenis kelamin, maka mahasiswa perempuan mengalami kecemasan statistika yang lebih besar dibandingkan mahasiswa laki-laki.

scholarly journals Reducing Anxiety and Increasing Self-efficacy within an Advanced Graduate Psychology Statistics Course

2015 ◽  
Vol 6 (1) ◽  
Author(s):  
April L McGrath ◽  
Alyssa Ferns ◽  
Leigh Greiner ◽  
Kayla Wanamaker ◽  
Shelley Brown
Keyword(s):  
Focus Group ◽  
Nous Avons ◽  
Self Efficacy ◽  
Negative Relationship ◽  
Future Research ◽  
Statistics Anxiety ◽  
Course Performance ◽  
Group Data ◽  
Statistics Course ◽  
Focus Group Data

In this study we assessed the usefulness of a multifaceted teaching framework in an advanced statistics course. We sought to expand on past findings by using this framework to assess changes in anxiety and self-efficacy, and we collected focus group data to ascertain whether students attribute such changes to a multifaceted teaching approach. Statistics anxiety significantly decreased and students’ current statistics self-efficacy increased. Further, course performance was positively correlated with self-efficacy and a strong negative relationship between statistics anxiety and self-efficacy was documented. Focus group data suggested students appreciated aspects of this teaching framework and that they thought it served to reduce anxiety. In addition to this teaching framework, two instructional techniques were used to teach two specific statistical concepts. These techniques did not result in significant performance differences; however, students reported enjoying the activities and encouraged their use in future classes. Overall, this study suggests a multifaceted teaching framework may be useful in helping graduate students overcome anxiety and increase self-efficacy when completing an advanced statistics course. The research presented here adds to the growing literature concerning the importance of non-cognitive factors when teaching statistics. Limitations and directions for future research are discussed. Dans cette étude, nous avons évalué l’utilité d’un cadre pédagogique à plusieurs facettes dans un cours de statistiques de niveau avancé. Nous avons cherché à accroître les résultats de nos recherches passées en utilisant ce cadre pour évaluer les changements en matière d’anxiété et d’auto-efficacité et nous avons recueilli des données de la part de groupes cibles pour vérifier si les étudiants attribuaient de tels changements à une approche pédagogique à plusieurs facettes. L’anxiété vis à vis des statistiques avait beaucoup diminué et l’auto efficacité actuelle des étudiants en matière de statistiques avait augmenté. De plus, le rendement des cours était lié de façon positive à l’auto efficacité et une forte relation négative a été documentée entre l’anxiété vis à vis des statistiques et l’auto efficacité. Les données recueillies des groupes cibles suggèrent que les étudiants ont apprécié les divers aspects de ce cadre pédagogique et qu’ils ont pensé que celui-ci permettait de réduire l’anxiété. Outre ce cadre pédagogique, deux techniques d’instruction ont été utilisées pour enseigner deux concepts de statistiques spécifiques. Ces techniques n’ont pas donné lieu à des différences significatives, toutefois les étudiants ont rapporté qu’ils avaient aimé les activités et qu’ils encourageaient leur emploi dans d’autres cours à l’avenir. En général, cette étude suggère qu’un cadre pédagogique à plusieurs facettes peut être utile pour aider les étudiants des cycles supérieurs à surmonter l’anxiété et à augmenter l’auto efficacité dans les cours de statistiques de niveau avancé. La recherche présentée ici s’ajoute à la documentation de plus en plus vaste qui existe déjà sur l’importance des facteurs non cognitifs dans l’enseignement des statistiques. L’article présente également une discussion sur les limites et les directions à suivre pour des recherches futures.

scholarly journals KECEMASAN STATISTIK DITINJAU DARI JENIS KELAMIN

QUALITY ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 140
Author(s):  
Rini Risnawita Suminta ◽  
Fatma Puri Sayekti
Keyword(s):  
Social Sciences ◽  
Data Collection ◽  
Female Students ◽  
Statistics Anxiety ◽  
Male And Female ◽  
The Social ◽  
Statistics Course ◽  
Islamic Psychology ◽  
Psychology Course

<p><em>The statistics course has always been one of the subjects of anxiety stressors for students who take the social sciences. Most students choose this subject of social sciences in order to avoid statistics or numeracy courses. Nevertheless students who take the social sciences must face a statistical course. This study aims to determine the differences of statistical anxiety in terms of gender. Respondents in this study are 66 students of Islamic Psychology course, Department of Ushuluddin, Sekolah Tinggi Agama Islam Negeri (STAIN) Kediri. The data collection techniques used in this study is a questionnaire in the form of scale. Statistics anxiety is the fear that occurs when a student working on a statistics course includes the collection, processing and interpretation of data. The results showed that there was a statistical anxiety difference between STAIN Kediri male and female students.</em></p>

scholarly journals Studying Statistics Anxiety Requires Sound Statistics: A Comment on Siew, McCartney, and Vitevitch (2019)

2019 ◽  
Author(s):  
Fabian Dablander ◽  
Sacha Epskamp ◽  
Jonas M B Haslbeck
Keyword(s):  
Data Analysis ◽  
Statistical Model ◽  
Network Model ◽  
Network Science ◽  
Network Models ◽  
Statistics Anxiety ◽  
Scientific Disciplines ◽  
Statistics Course ◽  
Relevant Topic ◽  
Using Data

Empirical scientists cannot do without statistics. This fact is reflected by the pervasiveness of statistics courses in the curricula of essentially all scientific disciplines. Unfortunately, many students exhibit statistics anxiety, that is, ''feelings of anxiety [...] when taking a statistics course or doing statistical analyses'' (Cruise, Cash, &amp; Bolton, 1985, p. 92). In a recent publication, Siew, McCartney, &amp; Vitevitch (2019) aim to shed new light on this highly relevant topic by using data analysis tools from the field of network science. However, just as with any other statistical model, one has to carefully assess the adequacy and robustness of a network model. In this commentary, we point to a number of shortcomings in the article by Siew et al. (2019) with respect to this goal that question their main conclusions. We explain each problem and suggest ways to address it. We hope that these suggestions help to put future investigation of statistics anxiety using network models on a firm methodological basis.

scholarly journals Gender Differences in Statistics Anxiety with Undergraduate College Students

2015 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Nina B. Eduljee ◽  
Pamela LeBourdais
Keyword(s):  
College Students ◽  
Gender Differences ◽  
Liberal Arts ◽  
Rating Scale ◽  
The United States ◽  
Self Concept ◽  
Statistics Anxiety ◽  
Course Grades ◽  
Undergraduate College Students ◽  
Class Anxiety

This empirical study examined gender differences in statistics anxiety with 156 undergraduate college students (48 males, 107 females) from a liberal arts college in the United States. Students completed surveys regarding number of prior statistics classes completed and statistics anxiety. Three subscales of the Statistical Anxiety Rating Scale (STARS; Cruise, Cash, and Bolton, 1985) which measures statistics anxiety were used. No gender differences were obtained for the Worth of Statistics and Computation Self-Concept subscales. Females had greater anxiety on the Test and Class Anxiety subscale than males. For males, no significant correlations were obtained between statistics anxiety and course grades. For females, significant correlations were obtained between Worth of Statistics and course grades (r = .230, p < .05) and Computation Self-Concept and course grades (r = .226, p < .05).

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