All Title Author
Keywords Abstract


Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies

DOI: 10.4236/ce.2018.914168, PP. 2280-2290

Keywords: Statistics, Anxiety, Achievement, Systematic, Literature Review

Full-Text   Cite this paper   Add to My Lib

Abstract:

Statistics is a challenging course for students and of which is often associated with subsequent concerns that may affect statistical achievement. Therefore, this study aims to identify the relationship between statistical concerns and statistical achievement in the systematic literature review context. This study also identifies the statistical method used in articles relating to the relationship between statistical concerns and statistical achievement. Four electronic databases were used; ERIC, DOAJ, ScienceDirect and Google Scholar. The eligibility of article selection is based on a few criteria that assess the relationship between anxiety and statistical achievement, quantitative research, access and use of Malay and English. 10 articles fulfilled the eligibility selection criteria. Extraction of data is based on the name of the researcher and the year, country, title, sample size, instrument, statistical component of statistical concerns, statistical methods and findings. The findings revealed that most of studies reported statistical concerns negatively affecting statistical achievements either directly or indirectly. Additionally, the findings also reported statistical methods frequently used in the study article were Structural Equation Modeling, correlations of 4 articles using this method followed by regression method, ANCOVA and MANCOVA. The results of this systematic literature survey provide insights of relationship between statistical concerns and statistical achievements. To conclude, educators should consider assessing the method of teaching that they use on students who are facing statistical concerns.

References

[1]  Bell, J. A. (2001). Length of Course and Levels of Statistics Anxiety. Education, 121, 713-716.
[2]  Beurze, S. M., Donders, A. R. T., Zielhuis, G. A., Vegt, F., & Verbeek, A. L. M. (2013). Statistics Anxiety: A Barrier for Education in Research Methodology for Medical Students? Medical Science Educator, 23, 377-384.
https://doi.org/10.1007/BF03341649
[3]  Chiesi, F., & Primi, C. (2010). Cognitive and Non-Cognitive Factors Related to Students’ Statistics Achievement. Statistics Education Research Journal, 9, 6-26.
[4]  Chiesi, F., Primi, C., & Carmona, J. (2011). Measuring Statistics Anxiety: Cross-Country Validity of the Statistical Anxiety Scale (SAS). Journal of Psychoeducational Assessment, 29, 559-569.
https://doi.org/10.1177/0734282911404985
[5]  Chiu, Y. H. (2013). Computer-Assisted Second Language Vocabulary Instruction: A Meta-Analysis. British Journal of Educational Technology, 44, 52-56.
https://doi.org/10.1111/j.1467-8535.2012.01342.x
[6]  Ciftci, S. K., Karadag, E., & Akdal, P. (2014). Instruction of Statistics via Computer-Based Tools: Effects on Statistics Anxiety, Attitude and Achievement. Journal of Educational Computing Research, 50, 119-133.
https://doi.org/10.2190/EC.50.1.f
[7]  Cooper, H. M. (2003). Editorial. Psychological Bulletin, 129, 3-9.
https://doi.org/10.1037/0033-2909.129.1.3
[8]  Eduljee, N., & LeBourdais, P. (2015). Gender Differences in Statistics Anxiety with Undergraduate College Students. The International Journal of Indian Psychology, 2, 69-82.
[9]  Gal, I. (2002). Adults’ Statistical Literacy: Meanings, Components, Responsibilities. International Statistical Review, 70, 1-51.
https://doi.org/10.1111/j.1751-5823.2002.tb00336.x
[10]  Galli, S., Ciancaleoni, M., Chiesi, F., & Primi, C. (2008). Who Failed Introductory Statistics? Mexico: International Congress on Mathematical Education.
[11]  Gani, I., & Amalia, S. (2015). Alat Analisis Data: Aplikasi Statistik untuk Penelitian Bidang Ekonomi dan Sosial. Yogyakarta: Penerbit Andi.
[12]  González, A., Rodríguez, Y., Faílde, J. M., & Carrera, M. V. (2015). Anxiety in the Statistics Class: Structural Relations with Self-Concept, Intrinsic Value, and Engagement in Two Samples of Undergraduates. Learning and Individual Differences, 45, 214-221.
https://doi.org/10.1016/j.lindif.2015.12.019
[13]  Hanna, D., & Dempster, M. (2009). The Effect of Statistics Anxiety on Students’ Predicted and Actual Test Scores. The Irish Journal of Psychology, 30, 201-209.
https://doi.org/10.1080/03033910.2009.10446310
[14]  Keeley, J., Zayac, R., & Correia, C. (2008). Curvilinear Relationships between Statistics Anxiety and Performance among Undergraduate Students: Evidence for Optimal Anxiety. Statistics Education Research Journal, 7, 4-15.
[15]  Liyanagunawardena, T. R., Adams, A. A., & Williams, S. A. (2013). MOOCs: A Systematic Study of the Published Literature 2008-2012. The International Review of Research in Open and Distributed Learning, 14, 202-227.
https://doi.org/10.19173/irrodl.v14i3.1455
[16]  Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2011). Statistics Anxiety, Trait Anxiety, Learning Behaviour and Academic Performance. European Journal of Psychology of Education, 27, 483-498.
https://doi.org/10.1007/s10212-011-0090-5
[17]  Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler, H. H., & Arendasy, M. (2013). Statistics Anxiety, State Anxiety during an Examination, and Academic Achievement. British Journal of Educational Psychology, 83, 535-549.
https://doi.org/10.1111/j.2044-8279.2012.02081.x
[18]  Macher, D., Papousek, I., Ruggeri, K., & Paechter, M. (2015). Statistics Anxiety and Performance: Blessings in Disguise. Frontiers in Psychology, 6, 1116.
https://doi.org/10.3389/fpsyg.2015.01116
[19]  McKim, C. (2014). Understanding Undergraduate Statistical Anxiety. Journal of Research in Education, 24, 204-210.
[20]  Neuman, W. L. (2008). Social Research Methods: Qualitative and Quantitative Approaches. Istanbul: Yayinodasi.
[21]  Onwuegbuzie, A. J. (1995). Statistics Test Anxiety and Female Students. Psychology of Women Quarterly, 19, 413-418.
https://doi.org/10.1111/j.1471-6402.1995.tb00083.x
[22]  Onwuegbuzie, A. J. (2004). Academic Procrastination and Statistics Anxiety. Assessment & Evaluation in Higher Education, 29, 3-19.
https://doi.org/10.1080/0260293042000160384
[23]  Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics Anxiety: Nature, Etiology, Antecedents, Effects, and Treatments: A Comprehensive Review of the Literature. Teaching in Higher Education, 8, 195-209.
https://doi.org/10.1080/1356251032000052447
[24]  Onwuegbuzie, A. J., Daros, D. A., & Ryan, J. (1997). The Components of Statistics Anxiety: A Phenomenological Study. Focus on Learning Problems in Mathematics, 19, 11-35.
[25]  Paechter, M., Macher, D., Martskvishvili, K., Wimmer, S., & Papousek, I. (2017). Mathematics Anxiety and Statistics Anxiety. Shared but also Unshared Components and Antagonistic Contributions to Performance in Statistics. Frontiers in Psychology, 8, 1196.
https://doi.org/10.3389/fpsyg.2017.01196
[26]  Sandoz, E. K., Butcher, G., & Protti, T. A. (2017). A Preliminary Examination of Willingness and Importance as Moderators of the Relationship between Statistics Anxiety and Performance. Journal of Contextual Behavioral Science, 6, 47-52.
https://doi.org/10.1016/j.jcbs.2017.02.002
[27]  Sesé, A., Jiménez, R., Montano, J., & Palmer, A. (2015). Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? Revista de Psicodidáctica 20, 285-304.
https://doi.org/10.1387/RevPsicodidact.13080
[28]  Tremblay, P. F., Gardner, R. C., & Heipel, G. G. (2000). A Model of the Relationships among Measures of Affect, Aptitude, and Performance in Introductory Statistics. Canadian Journal of Behavioral Science, 32, 40-48.
https://doi.org/10.1037/h0087099
[29]  Zou, K. H., Tuncali, K., & Silverman, S. G. (2003). Correlation and Simple Linear Regression. Radiology, 227, 617-622.
https://doi.org/10.1148/radiol.2273011499

Full-Text

comments powered by Disqus