The Relationship Between Doctoral Students' Self-reported Type of Statistics Anxiety and Final Grades in an Online Statistics Course PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Relationship Between Doctoral Students' Self-reported Type of Statistics Anxiety and Final Grades in an Online Statistics Course PDF full book. Access full book title The Relationship Between Doctoral Students' Self-reported Type of Statistics Anxiety and Final Grades in an Online Statistics Course by Kirsten Hoegh. Download full books in PDF and EPUB format.
Author: Kirsten Hoegh
Publisher:
ISBN:
Category : Graduate students
Languages : en
Pages : 93
Get Book Here
Book Description
Statistics anxiety is an issue for many students, particularly those in degree programs in the social sciences. These students may have very limited mathematics or statistics backgrounds and may experience negative attitudes or feelings of anxiety when faced with taking a statistics course. Enrollment in online doctoral programs in the social sciences is growing, and these programs typically require at least one statistics or quantitative methods course. Many online doctoral students experience some form of statistics anxiety, which could result in poor course performance. The purpose of the current study was to determine if there was a predictive relationship between self-reported types of statistics anxiety and doctoral students' final course grades in an online statistics course. A predictive correlational study was conducted in order to determine if the self-reported types of statistics anxiety could predict the final course grades for doctoral education students taking a fully online statistics course at a large faith-based university in the Southeast United States. Data were collected using a quantitative content analysis of discussion board assignments completed by students in a Doctor of Education or Doctor of Philosophy in education program who took a required 8-week, fully online statistics course during the 2019-2020 academic year. A multiple linear regression showed no significant predictive relationship between type of self-reported statistics anxiety and final course grades.
Author: Kirsten Hoegh
Publisher:
ISBN:
Category : Graduate students
Languages : en
Pages : 93
Get Book Here
Book Description
Statistics anxiety is an issue for many students, particularly those in degree programs in the social sciences. These students may have very limited mathematics or statistics backgrounds and may experience negative attitudes or feelings of anxiety when faced with taking a statistics course. Enrollment in online doctoral programs in the social sciences is growing, and these programs typically require at least one statistics or quantitative methods course. Many online doctoral students experience some form of statistics anxiety, which could result in poor course performance. The purpose of the current study was to determine if there was a predictive relationship between self-reported types of statistics anxiety and doctoral students' final course grades in an online statistics course. A predictive correlational study was conducted in order to determine if the self-reported types of statistics anxiety could predict the final course grades for doctoral education students taking a fully online statistics course at a large faith-based university in the Southeast United States. Data were collected using a quantitative content analysis of discussion board assignments completed by students in a Doctor of Education or Doctor of Philosophy in education program who took a required 8-week, fully online statistics course during the 2019-2020 academic year. A multiple linear regression showed no significant predictive relationship between type of self-reported statistics anxiety and final course grades.
Author: Patrick Kimuyu
Publisher: GRIN Verlag
ISBN: 3668612099
Category : Medical
Languages : en
Pages : 27
Get Book Here
Book Description
Document from the year 2016 in the subject Medicine - Therapy, grade: 1, Egerton University, language: English, abstract: This literature review aims at discussing the interventions that can reduce statistics anxiety among college students. To achieve this objective, a concise definition of statistics anxiety, as well as, the distinction between statistics anxiety and math anxiety is provided as the scientific rationale why the focus of this discussion is on interventions that reduce statistics anxiety, but not math anxiety in general. Statistics anxiety has become an issue of concern in higher education due to its implications on teaching and learning. In retrospect, the trends of statistics anxiety are quite alarming. This aspect is evidenced by Onwuegbuzie and Wilson (2003) who report that statistic anxiety affects 80% of behavioral and social sciences students. They also report that most degree programs require students to enroll in quantitative research and statistics courses as part of their training. These statistic courses are reported to evoke anxiety-provoking experiences among students. Similarly, Macher et al. (2013) reaffirm that statistics courses have been found to be the major source of anxiety in student’s curriculum. Further evidence is provided by Dykeman’s (2011) study which investigated the levels of anxiety between students in statistic courses and those in other education courses. Results of this study revealed that statistics students had lower self-efficacy (p
Author: Michael Simonson
Publisher: IAP
ISBN:
Category : Education
Languages : en
Pages : 70
Get Book Here
Book Description
The Quarterly Review of Distance Education is a rigorously refereed journal publishing articles, research briefs, reviews, and editorials dealing with the theories, research, and practices of distance education. The Quarterly Review publishes articles that utilize various methodologies that permit generalizable results which help guide the practice of the field of distance education in the public and private sectors. The Quarterly Review publishes full length manuscripts as well as research briefs, editorials, reviews of programs and scholarly works, and columns. The Quarterly Review defines distance education as institutionally based, formal education, where the learning group is separated and where interactive technologies are used to unite the learning group.
Author: Melita Puklek Levpušček
Publisher:
ISBN:
Category :
Languages : en
Pages : 0
Get Book Here
Book Description
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 hun-dred 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 computa-tion 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.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 748
Get Book Here
Book Description
Author: Katalin Grajzel
Publisher:
ISBN:
Category : Anxiety
Languages : en
Pages : 94
Get Book Here
Book Description
With the expansion of statistics education in colleges, students are faced with a subject that creates anxiety and fear among many. Statistics anxiety is a growing concern that has the potential to affect performance on homework assignments and examines consequently lowering grades and increasing fear about statistics classes and instructors. To help students cope with statistics anxiety we first need to measure the construct. However, to date, there is only one measures that exclusively assesses the concept of statistics anxiety - the Statistical Anxiety Scale (SAS). This study examines construct validity, reliability and factor structure of the SAS. Graduate and undergraduate students (N = 275) enrolled in statistics classes for the Fall of 2018 or completed a statistics course within a year participated in the study. We found evidence for strong intercorrelations between items of the SAS confirming internal consistency reliability. Significant correlations between the SAS and the Statistics Anxiety Rating Scale (STARS) anxiety dimension substantiated convergent validity. Discriminant validity examination revealed significant moderate correlation between the SAS, the STARS attitude dimension suggesting that the SAS can discriminate between statistics anxiety and statistics attitudes. However the high significant correlation between the SAS and the Mathematical Anxiety Rating Scale brief version (MARS) indicates the lack of discrimination between statistics anxiety and mathematics anxiety. Significant correlation between the Mathematical Abilities Test (MAT) and the SAS suggests that better mathematical abilities coincide with lower statistics anxiety. Using factor analysis (CFA), we replicated the originally proposed 3-factor structure of the SAS (Examination Anxiety, Interpretation Anxiety, Fear of Asking for Help) resulting in only adequate fit but the two-factor extensively altered model proposed by O’Byant (2017) resulted in a better fit. Findings of this study confirmed strong internal consistency reliability and convergent validity of the SAS but failed to find discrimination between statistics anxiety and related constructs. Although we replicated all models proposed in previous research, we only find adequate model fit. Future studies should examine the relationship between statistics anxiety as measured by the SAS and related anxieties as well as develop a fitting factor structure replicating regardless of country and cultures.
Author: Niess, Margaret L.
Publisher: IGI Global
ISBN: 1799872246
Category : Education
Languages : en
Pages : 664
Get Book Here
Book Description
The COVID-19 pandemic drastically transformed the classroom by keeping students and teachers apart for the sake of safety. As schools emptied, remote learning rapidly expanded through online services and video chatrooms. Unfortunately, this disrupted many students and teachers who were not accustomed to remote classrooms. This challenge has forced K-12 teachers to think differently about teaching. Unexpectedly and with little time to prepare, they have been confronted with redesigning their curriculum and instruction from face-to-face to online virtual classrooms to protect students from the COVID-19 virus while ensuring that these new online initiatives remain sustainable and useful in the post-pandemic world. As teachers learn to take advantage of the affordances and strengths of the multiple technologies available for virtual classroom instruction, their instruction both in online and face-to-face will impact what and how students learn in the 21st century. The Handbook of Research on Transforming Teachers’ Online Pedagogical Reasoning for Engaging K-12 Students in Virtual Learning examines the best practices and pedagogical reasoning for designing online strategies that work for K-12 virtual learning. The initial section provides foundational pedagogical ideas for constructing engaging virtual learning environments that leverage the unique strengths and opportunities while avoiding the weaknesses and threats of the online world. The following chapters present instructional strategies for multiple grade levels and content areas: best practices that work, clearly describing why they work, and the teachers’ pedagogical reasoning that supports online implementations. The chapters provide ways to think about teaching in virtual environments that can be used to guide instructional strategy choices and recognizes the fundamental differences between face-to-face and virtual environments as an essential design component. Covering such topics as K-12 classrooms, pedagogical reasoning, and virtual learning, this text is perfect for professors, teachers, students, educational designers and developers, instructional technology faculty, distance learning faculty, and researchers interested in the subject.
Author: Joel J. Mintzes
Publisher: Springer Nature
ISBN: 303033600X
Category : Science
Languages : en
Pages : 989
Get Book Here
Book Description
This book explores evidence-based practice in college science teaching. It is grounded in disciplinary education research by practicing scientists who have chosen to take Wieman’s (2014) challenge seriously, and to investigate claims about the efficacy of alternative strategies in college science teaching. In editing this book, we have chosen to showcase outstanding cases of exemplary practice supported by solid evidence, and to include practitioners who offer models of teaching and learning that meet the high standards of the scientific disciplines. Our intention is to let these distinguished scientists speak for themselves and to offer authentic guidance to those who seek models of excellence. Our primary audience consists of the thousands of dedicated faculty and graduate students who teach undergraduate science at community and technical colleges, 4-year liberal arts institutions, comprehensive regional campuses, and flagship research universities. In keeping with Wieman’s challenge, our primary focus has been on identifying classroom practices that encourage and support meaningful learning and conceptual understanding in the natural sciences. The content is structured as follows: after an Introduction based on Constructivist Learning Theory (Section I), the practices we explore are Eliciting Ideas and Encouraging Reflection (Section II); Using Clickers to Engage Students (Section III); Supporting Peer Interaction through Small Group Activities (Section IV); Restructuring Curriculum and Instruction (Section V); Rethinking the Physical Environment (Section VI); Enhancing Understanding with Technology (Section VII), and Assessing Understanding (Section VIII). The book’s final section (IX) is devoted to Professional Issues facing college and university faculty who choose to adopt active learning in their courses. The common feature underlying all of the strategies described in this book is their emphasis on actively engaging students who seek to make sense of natural objects and events. Many of the strategies we highlight emerge from a constructivist view of learning that has gained widespread acceptance in recent years. In this view, learners make sense of the world by forging connections between new ideas and those that are part of their existing knowledge base. For most students, that knowledge base is riddled with a host of naïve notions, misconceptions and alternative conceptions they have acquired throughout their lives. To a considerable extent, the job of the teacher is to coax out these ideas; to help students understand how their ideas differ from the scientifically accepted view; to assist as students restructure and reconcile their newly acquired knowledge; and to provide opportunities for students to evaluate what they have learned and apply it in novel circumstances. Clearly, this prescription demands far more than most college and university scientists have been prepared for.
Author: Chase, Justin P.
Publisher: IGI Global
ISBN: 1522524215
Category : Education
Languages : en
Pages : 278
Get Book Here
Book Description
The ability to effective learn, process, and retain new information is critical to the success of any student. Since mathematics are becoming increasingly more important in our educational systems, it is imperative that we devise an efficient system to measure these types of information recall. Assessing and Measuring Statistics Cognition in Higher Education Online Environments: Emerging Research and Opportunities is a critical reference source that overviews the current state of higher education learning assessment systems. Featuring extensive coverage on relevant topics such as statistical cognitions, online learning implications, cognitive development, and curricular mismatches, this publication is ideally designed for academics, students, educators, professionals, and researchers seeking innovative perspectives on current assessment and measurement systems within our educational facilities.
Author:
Publisher:
ISBN:
Category :
Languages : en
Pages : 64
Get Book Here
Book Description
The Bulletin of the Atomic Scientists is the premier public resource on scientific and technological developments that impact global security. Founded by Manhattan Project Scientists, the Bulletin's iconic "Doomsday Clock" stimulates solutions for a safer world.
