scholarly journals Exploring Factors Related to Completion of an Online Undergraduate-Level Introductory Statistics Course

2017 ◽  
Vol 21 (3) ◽  
Author(s):  
Whitney Alicia Zimmerman ◽  
Glenn Johnson
Keyword(s):  
Rating Scale ◽  
Introductory Statistics ◽  
Stepwise Logistic Regression ◽  
Statistics Anxiety ◽  
Online Instructors ◽  
Undergraduate Level ◽  
Expected Time ◽  
Time Commitment ◽  
Statistics Course ◽  
Students Attitudes

Data were collected from 353 online undergraduate introductory statistics students at the beginning of a semester using the Goals and Outcomes Associated with Learning Statistics (GOALS) instrument, an abbreviated form the Statistics Anxiety Rating Scale (STARS), a survey of expected grade and expected time commitment, and the first lesson quiz. At the end of the semester, whether or not each student successfully completed the course with a grade of D or higher was recorded. It was hypothesized that students who successfully completed the course would have had favorable ratings on each of these variables. While there were no significant differences between students who did and did not successfully complete the course in terms of anxiety, attitudes, or expected time commitment, students who completed the course had higher scores on the GOALS, higher expected grades, and higher scores on the first quiz of the semester. Stepwise logistic regression found that students’ attitudes towards statistics teachers and scores on the first quiz of the semester could be used to predict whether or not students would successfully complete the course. Based on these findings, suggestions for online instructors are given.

AN EXPLORATION OF STUDENT ATTITUDES AND SATISFACTION IN A GAISE-INFLUENCED INTRODUCTORY STATISTICS COURSE

2017 ◽  
Vol 16 (2) ◽  
pp. 487-510
Author(s):  
WARREN PAUL
Keyword(s):  
Student Attitudes ◽  
Structural Equation ◽  
Statistics Education ◽  
Student Feedback ◽  
Introductory Statistics ◽  
Group Discussions ◽  
Research Journal ◽  
Statistics Course ◽  
Attitudes Toward Statistics ◽  
Students Attitudes

We used the Survey of Attitudes Toward Statistics to (1) evaluate using pre-semester data the Students’ Attitudes Toward Statistics Model (SATS-M), and (2) test the effect on attitudes of an introductory statistics course redesigned according to the Guidelines for Assessment and Instruction in Statistics Education (GAISE) by examining the change in attitudes over the semester and, using supplementary data from an annual Student Feedback Survey, testing for a change in overall satisfaction following implementation of the redesigned course. We took an exploratory rather than confirmatory approach in both parts of this study using Bayesian networks and structural equation modelling. These results were triangulated with analysis of focus group discussions and the annual Student Feedback Survey. First published November 2017 at Statistics Education Research Journal Archives

scholarly journals EVALUATING TWO MODELS OF COLLABORATIVE TESTS IN AN ONLINE INTRODUCTORY STATISTICS COURSE

2015 ◽  
Vol 14 (1) ◽  
pp. 36-59
Author(s):  
AUÐBJÖRG BJÖRNSDÓTTIR ◽  
JOAN GARFIELD ◽  
MICHELLE EVERSON
Keyword(s):  
Quantitative Methods ◽  
Statistics Education ◽  
Introductory Statistics ◽  
Qualitative And Quantitative Methods ◽  
Noticeable Increase ◽  
Research Journal ◽  
Significant Difference ◽  
Statistics Course ◽  
Students Attitudes ◽  
Collaborative Tests

This study explored the use of two different types of collaborative tests in an online introductory statistics course. A study was designed and carried out to investigate three research questions: (1) What is the difference in students’ learning between using consensus and non-consensus collaborative tests in the online environment?, (2) What is the effect of using consensus and non-consensus collaborative tests on students’ attitudes towards statistics?, and (3) How does using a required consensus vs. a non-consensus approach on collaborative tests affect group discussions? Qualitative and quantitative methods were used for data analysis. While no significant difference was found between groups using the two collaborative testing formats, there was a noticeable increase in students’ attitudes across both formats towards learning statistics. This supports prior research on the benefits of using collaborative tests in face-to-face courses. First published May 2015 at Statistics Education Research Journal Archives

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.

CONFIRMING THE STRUCTURE OF THE SURVEY OF ATTITUDES TOWARD STATISTICS (SATS-36) BY SWEDISH STUDENTS

2019 ◽  
Vol 18 (1) ◽  
pp. 83-93
Author(s):  
INGER PERSSON ◽  
KATRIN KRAUS ◽  
LISBETH HANSSON ◽  
FAN YANG WALLENTIN
Keyword(s):  
Statistics Education ◽  
Original Model ◽  
Introductory Statistics ◽  
Model Structure ◽  
Research Journal ◽  
Statistics Course ◽  
Confirmatory Factor ◽  
Attitudes Toward Statistics ◽  
Students Attitudes ◽  
Analyze Data

Research on students’ attitudes toward statistics has attracted many statistics instructors and statistics education researchers. In this study, we use confirmatory factor analysis to analyze data collected from an introductory statistics course using the Survey of Attitudes toward Statistics. The results suggest that the items and six factors are conceptually relevant, confirming the six-factor structure of the pretest version of SATS-36 on this sample of Swedish students, with a few suggested modifications of the original model structure. Two items are excluded from the Difficulty component, two items on the Affect component are allowed to correlate, and two items on the Cognitive competence component are also allowed to correlate. First published May 2019 at Statistics Education Research Journal Archives

Differences in University Students' Attitudes and Anxiety about Statistics

2009 ◽  
Vol 104 (3) ◽  
pp. 737-744 ◽  
Author(s):  
Andile Mji
Keyword(s):  
Rating Scale ◽  
Mathematics Learning ◽  
Statistics Anxiety ◽  
African Students ◽  
Technology Students ◽  
University Of Technology ◽  
Study Programs ◽  
Attitudes Toward Statistics ◽  
Students Attitudes ◽  
Class Anxiety

The Statistics Anxiety Rating Scale and the Attitudes Toward Statistics questionnaire were administered to 226 university of technology students. The former scale measures anxiety about learning statistics in terms of Worth of Statistics, Interpretation Anxiety, Test and Class Anxiety, Computational Self-concept, Fear of Asking for Help, and Fear of Statistics Teachers. The latter measures attitudes toward use of statistics and statistics course for which a student was registered. These African students were enrolled in Taxation, Marketing, or Accounting. Participants took a required course in statistics intended to improve statistical skills. There were 150 women and 57 men, chosen because they had no previous mathematics learning. Students' ages ranged between 16 and 26 years ( M = 20.1, SD = 2.0). There were no statistically significant sex differences on attitudes and anxiety toward statistics, but there were significant differences among areas of study programs.

scholarly journals A Mixed Method Investigation of Social Science Graduate Students’ Statistics Anxiety Conditions Before and After the Introductory Statistics Course

2018 ◽  
Vol 7 (3) ◽  
pp. 156
Author(s):  
Liuli Huang
Keyword(s):  
Social Sciences ◽  
Graduate Students ◽  
Research Method ◽  
Introductory Statistics ◽  
Statistics Anxiety ◽  
The Social ◽  
Statistics Course ◽  
Level Statistics ◽  
Before And After ◽  
Anxiety Levels

Research frequently uses quantitative approach to explore undergraduates’ statistics anxiety conditions. However, few studies of adults’ statistics anxiety use qualitative method or focus solely on graduate students. Moreover, even less studies focus on comparing adults’ anxiety levels before and after the introductory statistics course. This line of study is important to pursue since the introductory statistics course should play the very important roles of both preparing students’ the foundation knowledge of higher level statistics course, and inspiring students’ interests for higher level course. In addition, graduate students tend to have different backgrounds, learning motivations, and learning habits compared to their undergraduate counterparts. Overall, limited mixed research method is available on social sciences graduate students’ (1) statistics anxiety before and after the introductory statistics course and (2) actions taken to decrease the anxiety. This study seeks to fill this gap by incorporating a mixed research method to explore social sciences graduate students’ statistics learning processes. Findings suggest that the social sciences graduate students’ anxiety levels diminished after the introductory statistics course, even though they also experienced severe statistics anxiety at the very beginning. These findings became essential for institutions, higher education instructors, and social sciences statistics learners to consider.

scholarly journals Undergraduates’ Statistics Anxiety: A Phenomenological Study

2015 ◽  
Author(s):  
Soofia Malik
Keyword(s):  
Thematic Analysis ◽  
Phenomenological Study ◽  
Rocky Mountain ◽  
Statistical Problem ◽  
Mathematics Attitudes ◽  
Introductory Statistics ◽  
Statistics Anxiety ◽  
Rocky Mountain Region ◽  
Statistics Course ◽  
Anxiety Levels

In this phenomenological study, students’ perceptions of statistics anxiety were explored, as were the factors that they believe contribute to and reduce their statistics anxiety. The participants were undergraduates enrolled in an introductory statistics course at a Rocky Mountain region mid-sized university. Six students participated in this study. A modified version of the Mathematics Attitudes Scale was used to measure students’ statistics anxiety scores. Students with higher statistics anxiety scores on the surveys were interviewed. The interview data were analyzed using thematic analysis. The results revealed that undergraduates from a non-mathematics background, having high statistics anxiety, feel challenged while in statistics class, solving statistical problem, taking tests, or speaking in front of their peers. These challenges were found to be due to their inability to process statistical language, which gave rise to feelings of inadequacy, and manifested as physiological symptoms. All these factors led students to give up or second guess answers on tests. These students thus ended up performing poorly. Finally, these undergraduates noted that having open notes and formula sheets during tests alleviated their statistics anxiety. Teachers need to know their students’ challenges and address them so that students with aboveaverage statistics anxiety levels feel included and understood.

scholarly journals COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS: THE ROLE OF STATISTIC ANXIETY

2021 ◽  
Vol 9 (10) ◽  
pp. 933-939
Author(s):  
Sunday G. Adeniyi ◽  
Keyword(s):  
Rating Scale ◽  
Tertiary Education ◽  
Self Report ◽  
Statistics Anxiety ◽  
Science Students ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Convenience Sample ◽  
Significant Difference ◽  
Students Attitudes

Statistics is an essential part of the curriculum in Nigerias education landscape taught in the science and non-science classrooms. However, there has been a growing concern about the students attitudes towards statistics across every level. The present study aimed to determine whether there would be a difference between science and non-science students attitudes towards statistics and whether statistics anxiety contributes to the variations in students attitudes towards statistics in the tertiary education level in Nigeria. A convenience sample of two hundred and twenty-two first-year students pooled from three public tertiary institutions in the Kogi State of Nigeria participated in the study. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36),initially developed by Schau (2003), and a modified version of the Statistics Anxiety Rating Scale (SARS) developed initially by Baloǧlu (2002). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 1.78, t (200) = 13.632, P< = .05. The result of a regression analysis performed on the data revealed that statistics anxiety positively predicted attitudes towards anxiety. It was concluded that the variation between the attitude of science students and non-science students towards the teaching and learning of statistics is moderated by statistics anxiety. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.

scholarly journals WHEN DO STUDENTS’ ATTITUDES CHANGE? INVESTIGATING STUDENT ATTITUDES AT MIDTERM

2017 ◽  
Vol 16 (2) ◽  
pp. 476-486
Author(s):  
APRIL T. KERBY ◽  
JACQUELINE R. WROUGHTON
Keyword(s):  
Education Research ◽  
Student Attitudes ◽  
Statistics Education ◽  
Student Attitude ◽  
Introductory Statistics ◽  
Individual Student ◽  
Statistics Education Research ◽  
Research Journal ◽  
Statistics Course ◽  
Students Attitudes

Statistics educators have been investigating how students’ attitudes change in the introductory statistics course for many years. Typically, an overall decrease in mean attitudes over the course has been noted. However, when and how do students’ attitudes change during the term? Do they steadily decrease or is there a point when students’ attitudes might actually be increasing? If so, can instructors use this to their advantage? This research introduced a mid-semester survey of attitudes. We found that students’ attitudes are not necessarily strictly declining from the beginning to the end of the semester. We also found it might be advantageous to follow individual student attitude trends throughout the semester instead of just looking at aggregate mean scores for the different surveys. First published November 2017 at Statistics Education Research Journal Archives

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