Repeat Examinations in Introductory Statistics Courses

1987 ◽  
Vol 14 (1) ◽  
pp. 20-23 ◽  
Author(s):  
Herbert Friedman
Keyword(s):  
Test Anxiety ◽  
Introductory Statistics ◽  
Study Guide ◽  
Final Examination ◽  
Course Material ◽  
Statistics Courses

In order to reduce test anxiety and to encourage the learning of course material, students were given the opportunity to offset a poor lecture examination grade by taking a second, equivalent exam. The repeat exam provided immediate reward for using the initial exam as a study guide. Students who took two or three repeat exams had higher final examination grades than those who took fewer repeats. The repeat exam procedure was well received by all students, helped weaker students to keep up with the course, and was convenient for the instructor to implement.

Easy Implementation of Writing in Introductory Statistics Courses

1996 ◽  
Vol 50 (2) ◽  
pp. 159 ◽  
Author(s):  
Arnold J. Stromberg ◽  
Subathra Ramanathan
Keyword(s):  
Introductory Statistics ◽  
Statistics Courses

Effects of Massed versus Distributed Practice of Test Taking on Achievement and Test Anxiety

1994 ◽  
Vol 74 (3) ◽  
pp. 915-919 ◽  
Author(s):  
John W. Zimmer ◽  
Dennis J. Hocevar
Keyword(s):  
Test Anxiety ◽  
Distributed Practice ◽  
Final Examination ◽  
Test Taking ◽  
Distributed Testing ◽  
Quasi Experimental ◽  
Initial Sessions ◽  
Final Examination Performance ◽  
Testing Condition ◽  
And Control

The effects of massed versus distributed practice on achievement and test anxiety were investigated using a quasi-experimental design employing 56 college students under two conditions. Test anxiety was assessed using Sarason's four-dimensional Reactions to Tests, while classroom achievement was measured on tests using multiple-choice applications. Experimental subjects were given four Reactions to Tests items and 10-item examinations on a weekly basis for 10 weeks, while control subjects had only a 100-item final examination. Analysis indicated (1) significantly higher final examination performance for the distributed testing condition; (2) a significant reduction in test anxiety between initial sessions and the remainder of the term in the distributed testing condition; (3) no difference in test anxiety between the distributed testing and control conditions when test anxiety was assessed at the end of the term; and (4) nonsignificant correlations between test anxiety dimensions of the Reactions to Tests and achievement in both the control and distributed testing conditions. Results support the contention that relationships between achievement and test anxiety may be more complex than previously thought.

The Nonparametric Approach in Elementary Statistics

1974 ◽  
Vol 67 (2) ◽  
pp. 123-126
Author(s):  
Gottfried E. Noether
Keyword(s):  
Social Sciences ◽  
Great Majority ◽  
Graduation Requirements ◽  
Introductory Statistics ◽  
Nonparametric Approach ◽  
The Social ◽  
Statistics Course ◽  
Statistics Courses ◽  
Carry Over ◽  
Elementary Statistics

Introductory statistics courses are taken each year by hundreds of thousands of students across the country. These students come from many fields: the life sciences, humanities, education, agriculture, business, but above all from the social sciences. They rarely take statistics voluntarily. They sign up for the course because of departmental or graduation requirements. The great majority has minimal preparation in mathematics, rarely more than they bring along from high school. They carry over into statistics their prejudices of mathematics and quite often, justifiably so. Teachers of statistics courses should then ask themselves how they can make the introductory statistics course statistically meaningful and not simply an exercise in mathematics or, what may even be worse, a meaningless compendium of statistical techniques.

scholarly journals Metrology in Introductory Statistics Courses

2015 ◽  
Author(s):  
Emily Michele Casleton ◽  
Ulrike Genschel
Keyword(s):  
Introductory Statistics ◽  
Statistics Courses

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

Faculty Forum

2000 ◽  
Vol 27 (3) ◽  
pp. 204-219 ◽  
Keyword(s):  
Test Anxiety ◽  
Traditional Lecture ◽  
Final Point ◽  
Test Type ◽  
Learning And Teaching ◽  
Class Attendance ◽  
Extra Credit ◽  
Desirable Feature ◽  
Course Material

The extra credit exercise (ECE)—a nonpunitive pop quiz—is a useful adjunct to the traditional lecture-style course. The ECE potentially encourages class attendance, fosters preclass preparation, gives students (and instructors) feedback on their learning (and teaching) of the course material, provides students with test-type questions, perhaps reduces test anxiety, and gives students extra credit toward their final point totals. In addition, students often find ECEs a desirable feature of the course, something that is almost never true of the traditional pop quiz.

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