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<.01) and higher levels of anxiety (p< .05) compared to other students.
As such, research on statistics anxiety has focused on the causes, as well as the statistics anxiety-reducing interventions. In this context, it is worth noting that statistics anxiety, as a construct, is different from math anxiety, which has been discussed extensively by researchers. Factor analysis reveals that statistics anxiety comprises of six dimensions: fear of statistics teacher, interpretation anxiety, computational self-concept, worth of statistics, fear of asking for help, and test and class anxiety. In contrast, mathematics anxiety has one dimension: fear of mathematics.
Table of Contents
1. Introduction
2. Defining Statistics Anxiety
3. Distinguishing Statistics Anxiety from Math Anxiety
4. Antecedents of Statistics Anxiety
5. The Need for Intervention
6. Interventions for Reducing Statistics Anxiety in College Students
6.1 Use of Live Vicarious Experience Presentation
6.2 Value-Reappraisal
6.3 Use of Humor
6.4 Use of Instructor Immediacy
6.5 Religious Motivation
6.6 Use of Multifaceted Teaching Framework
6.7 In-Class Collaborative Problem Solving
6.8 Combined Instructional Strategies
7. Summary of Literature on Statistics Anxiety Interventions
Objectives and Topics
This critical literature review aims to examine the prevalent issue of statistics anxiety among college students, distinguishing it from mathematics anxiety and evaluating the efficacy of various instructional and psychological interventions designed to mitigate its negative impact on academic achievement.
- Theoretical definitions and core dimensions of statistics anxiety.
- Distinctions between statistics anxiety and mathematics anxiety.
- Empirical evidence of negative academic and psychological consequences.
- Evaluation of instructional interventions such as humor, vicarious experience, and collaborative learning.
Excerpt from the Book
Use of Live Vicarious Experience Presentation
The use of live vicarious presentation has emerged as one of the most effective ways of reducing statistics anxiety among college students, especially those who are enrolled in research method and statistics courses.
Bartsch, Case and Meerman (2012) investigated the effect of vicarious presentation on increasing students’ statistics self-efficacy. This study involved 39 graduate students who were undertaking statistics or research methods courses, and the variables were measured through the use of Self-Efficacy Scale and ANOVA factorials. Overall, the study comprised of two groups; the peer model presentation group and the writing group which did not have live vicarious presentation experience. In principle, researchers in this study carried out pre- and post-interventions to analyze statistics self-efficacy levels between the two groups. A comprehensive analysis of the study results revealed that the experimental (the peer model presentation) has a statistically significant increase in statistics self-efficacy. The pre-intervention self-efficacy was M=6.66 compared to the post intervention level of M=7.07, corresponding to t (19) =–2.01, p =.06, d = 0.45. In contrast, the control group showed a decrease in statistics self-efficacy in pre- and post-intervention results which decreased from M=6.96 to M=6.48, corresponding to “t (18) = 2.32, p = .03, d = 0.53” (Bartsch, Case & Meerman, 2012, p. 134).
These findings indicate that live vicarious presentations can reduce statistics anxiety because it is indirectly related to statistics self-efficacy. In this context, improving self-efficacy through this approach reduces the adverse effects of the construct.
Summary of Chapters
Introduction: Provides the context of statistics anxiety in higher education and establishes the rationale for distinguishing it from math anxiety.
Defining Statistics Anxiety: Explores the consensus definitions provided by historical and contemporary research.
Distinguishing Statistics Anxiety from Math Anxiety: Analyzes the cognitive and construct differences between the two forms of anxiety.
Antecedents of Statistics Anxiety: Discusses the environmental, dispositional, and situational factors that contribute to the development of the condition.
The Need for Intervention: Reviews the academic consequences, such as procrastination and low performance, that necessitate effective intervention strategies.
Interventions for Reducing Statistics Anxiety in College Students: Details specific classroom and psychological strategies, including humor, vicarious experience, and collaborative problem-solving, to lower anxiety levels.
Summary of Literature on Statistics Anxiety Interventions: Offers a concluding overview of the various evidence-based approaches identified in the literature.
Keywords
Statistics Anxiety, Mathematics Anxiety, Academic Achievement, Self-Efficacy, Higher Education, Instructional Interventions, Vicarious Experience, Value-Reappraisal, Humor, Instructor Immediacy, Collaborative Learning, Student Engagement, Cognitive Processes, Academic Procrastination, Pedagogical Strategies.
Frequently Asked Questions
What is the primary focus of this literature review?
The review focuses on identifying and evaluating various instructional and psychological interventions that can help college students reduce statistics anxiety.
What are the central themes of the document?
The central themes include defining the construct of statistics anxiety, differentiating it from math anxiety, assessing its negative impact on academic progress, and reviewing methods like instructor immediacy and collaborative problem-solving.
What is the main research objective?
The objective is to synthesize existing literature to provide a scientific rationale for specific interventions that target statistics anxiety rather than general mathematics anxiety.
What scientific methods are highlighted for reducing anxiety?
The document highlights methods such as live vicarious experience, value-reappraisal, humor, the one-minute paper strategy, and multifaceted teaching frameworks.
What is covered in the main body of the work?
The main body examines empirical studies concerning the causes of statistics anxiety and details specific experimental results regarding the effectiveness of various classroom interventions.
How are the key terms in this work characterized?
The work characterizes statistics anxiety as a multi-dimensional construct that is distinct from math anxiety, requiring specific, tailored pedagogical approaches.
Does the author suggest that statistics and math anxiety are the same?
No, the author explicitly argues that they are distinct constructs with different dimensionalities and that they require different analytical and instructional perspectives.
What role does the Hope Theory play in this discussion?
The Hope Theory is utilized to explain how religious motivation can serve as a strategy to help students achieve goals and reduce anxiety in statistics courses.
What findings did Malik (2015) contribute regarding the process of statistics anxiety?
Malik developed a phenomenological model identifying factors like feelings of inadequacy and inability to conceptualize statistical symbols, which lead to a final outcome of students "giving up."
- Quote paper
- Patrick Kimuyu (Author), 2016, Interventions Used To Reduce College Statistics Anxiety, Munich, GRIN Verlag, https://www.hausarbeiten.de/document/384371
