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 SPECIAL TUTORIAL CLASSES TO UPGRADE LEARNING ACHIEVEMENT OF STUDENTS ENROLLED IN MATHEMATICS FOR SOCIAL SCIENCE AT STOU

2008 ◽  
Vol 3 (2) ◽  
pp. 122-133
Author(s):  
Sakorn Boondao
Keyword(s):  
Social Science ◽  
Cost Effective ◽  
Developed Countries ◽  
Pass Rate ◽  
Final Exam ◽  
Face To Face ◽  
Tutorial Program ◽  
Significant Difference ◽  
Level Scale ◽  
Teaching Programs

Unlike distance education institutions in developed countries Sukhothai Thammathirat Open University makes very limited use of assignments in its teaching programs. The main means of interaction between tutors and students consists of free face-to-face tutorials conducted three times per semester in provincial centers throughout the country. In courses with low enrolments (less than 1000 students) such tutorials have recently been deemed not to be cost effective. Alternative regional or central intensive programs have been developed. These involve 20 hours of tutorial classes and assignment work over two weekends in the final month of the semester and count for 30% of the assessment. A small charge is made for registration. The Mathematics for Social Science course was affected by this change. Since mathematics is a difficult subject for students, (only about 30% normally passed the course) the special tutorial program was used to help students in the second semester of 2006. Students were more interested in this approach than in the regular face-to-face tutorials. After the project was advertised, 98 students applied. While this was more than three times the number who had attended the free tutorials in the previous semester, it was not sufficient to justify tutorials in the four regions. Instead, three classes were conducted in Bangkok. Only 71 of the original applicants attended. During the program the better students were asked to assist those who needed help. Student questionnaires indicated that more than half identified themselves as weak in mathematics, most had completed year 12 and just over three-quarters had never attended regular face-to-face tutorials. They were asked to rank items about the classes on a five-level scale. The availability of up to 30% of the marks for the course was the major attraction. Most indicated that they were pleased with the classes, and gained more knowledge; while assignments, as well as the solutions given after submission, helped them understand the contents. Having classmates help them with learning also encouraged them with their study. They felt that they needed more time to study and do assignment work, and would like more marks to be allocated for the assignments. It was found that the achievement of students who attended the special tutorial classes was significantly higher than that of those who did not. The pass rate in this semester dramatically increased compared to the previous semester, 50.72% and 30.34% respectively. But when comparing students' final exam scores for both groups, it was found that there was no significant difference in the scores. However students were satisfied with these special tutorial classes.

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

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 Effectiveness of an Online CBT-I Intervention and a Face-to-Face Treatment for Shift Work Sleep Disorder: A Comparison of Sleep Diary Data

2019 ◽  
Vol 16 (17) ◽  
pp. 3081 ◽  
Author(s):  
Lukas Peter ◽  
Richard Reindl ◽  
Sigrid Zauter ◽  
Thomas Hillemacher ◽  
Kneginja Richter
Keyword(s):  
Psychological Health ◽  
Rating Scale ◽  
Treatment Options ◽  
Sleep Efficiency ◽  
World Health ◽  
Sleep Diary ◽  
Shift Workers ◽  
Face To Face ◽  
Significant Difference ◽  
Insomnia Symptoms

In western societies, about one in six employees works in shifts. Shiftwork is associated with a number of poor somatic and psychological health outcomes, especially sleep issues. Higher rates of absenteeism and accidents in the workplace are possible consequences. Still, prevention programs and treatment options that are specifically tailored to shift-workers’ needs are rare. We devised a 4-week online cognitive behavioral therapy for insomnia (CBT-I) intervention (n = 21) and compared sleep outcomes to a face-to-face outpatient treatment for shift-workers (n = 12) using a sleep diary and the Epworth Sleepiness Scale (ESS). In the online sample, measures also included the World Health Organization wellbeing questionnaire (WHO-5) and the Insomnia Severity Index (ISI). In the outpatient sample, the Beck Depression Inventory (BDI-II), the Montgomery–Åsberg Depression Rating Scale (MADRS), and the Pittsburgh Sleep Quality Index (PSQI) were administered. Results showed significant improvements in sleep efficiency by 7.2% in the online sample and 7.7% in the outpatient sample. However, no significant difference was found in the rate of improvement in sleep efficiency across four weeks of treatment between the samples. In the online sample, the wellbeing (WHO-5) and insomnia symptoms (ISI) scores were significantly improved following the CBT-I intervention (p < 0.004 and p < 0.002 respectively). In the outpatient sample, symptoms of depression (BDI-II and MADRS scores) and insomnia symptoms (PSQI scores) improved significantly following the CBT-I intervention. In summary, CBT-I significantly improved sleep efficiency in both the online and outpatient samples, in addition to wellbeing, symptoms of insomnia, and depression. The findings of this study demonstrate online CBT-I as a feasible approach for treating insomnia in shift-workers. Future randomized controlled trials are needed.

scholarly journals E-MATHEMATICS: PRE-INSTRUCTIONAL AND SUPPLEMENT INSTRUCTION AND THEIR IMPACT OF STUDENT'S ONLINE PARTICIPATION AND FINAL EXAM SCORE

2009 ◽  
Vol 4 (1) ◽  
pp. 27-36
Author(s):  
Richard Ng ◽  
Abtar Kaur ◽  
Siti Farina Sheikh Mohamed ◽  
Latifah Abdol Latif ◽  
Ramli Bahroom
Keyword(s):  
Adult Learners ◽  
Blended Learning ◽  
Social Presence ◽  
Online Discussion ◽  
Exam Score ◽  
Final Exam ◽  
Online Participation ◽  
Face To Face ◽  
Online Discussion Forum ◽  
Significant Difference

Open University Malaysia (OUM), Malaysia's first open and distance learning with over 70.000 students, offers more than 51 programs to-date. More than 90% of its students are working adults who are unable to leave their jobs or families behind to pursue their dream of getting a degree. The blended learning approach adopted by OUM provides the flexibility for working adult's to obtain the required paper qualification and to upgrade their knowledge. One of the important elements of blended learning is the use of online discussion forum where learning takes place beyond classroom. Mathematics, a traditionally difficult course, forms part of the prerequisite for students to obtain a business degree at OUM. The adult learners at OUM generally have left school for at least five years and most of them have low grades in Mathematics at O' Level. Thus it is a big challenge for these adult learners to undertake a Mathematics course via online with minimum Face-to-Face contact with their tutors. This paper focuses on the implementation of pro-instruction workshop and supplemental instruction to find its impact on student's online participation and exam results of 88 students. The contents of the online forum were also analyzed using a 34-item instrument derived from the Community of Inquiry model. Results obtained showed that there was a strong correlation between workshop participation and final exam score. Independent samples t-test conducted showed that there was a significant difference between the mean score of online discussion ratio and final examination between participants attached to a tutor conducting the workshop and extended coaching compared to participants attached to another tutor using the normal teaching guide. The means COI score obtained for mathematics between the two tutors indicated that there is a difference in the teaching and cognitive presence but almost similar in the social presence.

scholarly journals Impact of Learning in the COVID-19 Era on Academic Outcomes of Undergraduate Psychology Students

2021 ◽  
Vol 13 (16) ◽  
pp. 8735
Author(s):  
Juan Luis Martín Ayala ◽  
Sergio Castaño Castaño ◽  
Alba Hernández Santana ◽  
Mariacarla Martí González ◽  
Julién Brito Ballester
Keyword(s):  
Academic Performance ◽  
Online Education ◽  
Student Performance ◽  
Final Exam ◽  
Conditioning Factors ◽  
Face To Face ◽  
Online Mode ◽  
Significant Difference ◽  
Containment Measures ◽  
The Face

The COVID-19 pandemic, and the containment measures adopted by the different governments, led to a boom in online education as a necessary response to the crisis posed against the education system worldwide. This study compares the academic performance of students between face-to-face and online modalities in relation to the exceptional situation between the months of March and June 2020. The academic performance in both modalities of a series of subjects taught in the Psychology Degree at the European University of the Atlantic (Santander, Spain) was taken into account. The results show that student performance during the final exam in the online modality is significantly lower than in the face-to-face modality. However, grades from the continuous evaluation activities are significantly higher online, which somehow compensates the overall grade of the course, with no significant difference in the online mode with respect to the face-to-face mode, even though overall performance is higher in the latter. The conditioning factors and explanatory arguments for these results are also discussed.

scholarly journals Comparing Jamaican Students Performance With Students In The United States, The Grand Bahamas And The Online Program

2011 ◽  
Vol 1 (2) ◽  
pp. 5 ◽  
Author(s):  
Bahaudin Mujtaba
Keyword(s):  
United States ◽  
Student Performance ◽  
The United States ◽  
Final Exam ◽  
Face To Face ◽  
Significant Difference ◽  
Post Test ◽  
Contact Hours ◽  
Face To Face Instruction ◽  
Online Format

This study documents learning and student performance through objective tests with graduate students in Kingston-Jamaica and compares the final exam results with students taking the same course, the same test, with the same instructor at different sites throughout the United States and in the Nassau cluster, Grand Bahamas. The scores are further compared with students who completed this course and final exam in the online format. The group of Jamaican, Bahamian and students in Tampa completing this course received traditional, face-to-face instruction in a classroom setting, with classes delivered in a weekend format with 32 face-to-face contact hours during the semester. As expected, findings revealed that there was a statistically significant difference (% = .05) in the mean test scores of the pre-test and post-test for this group of students enrolled at the Kingston cluster.Furthermore, the results of final exam comparison with similar groups in the United States and Bahamas showed no significant differences. The comparison of student performance in Kingston with online students is also discussed.Overall, it is concluded that many of the learning outcomes designed to be achieved as a result of the course activities, specifically the final exam, were achieved consistently for students taking this course with the assigned faculty member in Jamaica, the United States and the Grand Bahamas.

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).

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.

scholarly journals Investigating University Students’ Views on Distance Education at Associate Degree Level

2021 ◽  
Vol 14 (8) ◽  
pp. 67
Author(s):  
Recep ÖZ
Keyword(s):  
Distance Education ◽  
Associate Degree ◽  
Rating Scale ◽  
Vocational Schools ◽  
School Type ◽  
State University ◽  
Face To Face ◽  
Factorial Anova ◽  
Grade Levels ◽  
Significant Difference

The study aimed to determine the associate degree students&rsquo; views on the dimensions of personal suitability, effectiveness, teaching, and predisposition towards teaching offered in distance education environments and examine whether their views differed significantly according to gender, class, and vocational school type. The data of the study were collected from 2061 students studying in vocational schools of a state university located in eastern Turkey. All students in the study population were aimed to be reached; however, 2061 out of 2963 students who participated voluntarily and answered all the questions were included. Among these 2061 students, 1152 were male and 909 were female. When classified according to school type, 1429 participants were studying at vocational schools, 401 at health, 136 at justice, and 95 were studying at tourism. Learners&rsquo; Views on Distance Education Scale (LVoDE) was used as the data collection tool. LVODE included 18 items and four factors as personal appropriateness, effectiveness, informativeness and predisposition. The scale was on 5-point Likert rating scale ranging from 1 to 5 indicating 1 (never agree), 2 (rarely agree), 3 (sometimes agree), 4 (usually agree), 5 (always agree). The reliability coefficients of the scale including four sub-dimensions as personal suitability, effectiveness, teaching, and predisposition varied between .81 and .91. The descriptive statistics were used to ascertain the opinions on the sub-dimensions of personal appropriateness, effectiveness, informativeness and predisposition offered to students in distance education environments. A factorial ANOVA test was performed for independent samples to check whether students&rsquo; views on teaching offered in distance education settings differed significantly according to gender, grade level, and type of school. According to the research results, it was noticed that the students did not find themselves sufficient for distance education activities in terms of personal convenience and effectiveness and thought that face-to-face education was more effective than distance education. They regarded themselves insufficient in completing their homework and similar tasks given during their online classes by teachers. There was no significant difference in views of the students upon distance education in terms of both gender and grade levels. However, a significant difference was found in their views on distance education according to the types of vocational schools. The opinions of the students studying in health and justice vocational schools were found to be at a more positive level than the ones enrolled in hotel and tourism vocational schools.

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