Counting Better? An Examination of the Impact of Quantitative Method Teaching on Statistical Anxiety and Confidence

Autor/inn/en	Chamberlain, John Martyn; Hillier, John; Signoretta, Paola
Titel	Counting Better? An Examination of the Impact of Quantitative Method Teaching on Statistical Anxiety and Confidence
Quelle	In: Active Learning in Higher Education, 16 (2015) 1, S.51-66 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1469-7874
DOI	10.1177/1469787414558983
Schlagwörter	Anxiety; Statistical Analysis; Student Attitudes; Statistics; Numeracy; Competence; Mathematics Skills; Pretests Posttests; Hypothesis Testing; Employment Qualifications; Self Efficacy; Undergraduate Students; Job Skills; Foreign Countries; Questionnaires; United Kingdom + Suchen Sie Ihr Suchwort? Angst; Statistische Analyse; Schülerverhalten; Statistik; Rechenkompetenz; Kompetenz; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Hypothesenprüfung; Hypothesentest; Employment qualification; Vocational qualification; Vocational qualifications; Berufliche Qualifikation; Self-efficacy; Selbstwirksamkeit; Produktive Fertigkeit; Ausland; Fragebogen; Großbritannien
Abstract	This article reports the results of research concerned with students' statistical anxiety and confidence to both complete and learn to complete statistical tasks. Data were collected at the beginning and end of a quantitative method statistics module. Students recognised the value of numeracy skills but felt they were not necessarily relevant for graduate employability and preferred to study with words rather than numbers. A significant reduction in anxiety and increase in confidence to complete statistical tasks were found. Students seemed to feel more confident about doing and learning less complex procedures. Results reinforce the need to provide students with additional mathematical and statistical support outside of quantitative method courses as well as that numeric learning materials and study tasks need to be embedded across the curriculum within substantive disciplinary modules. The design of numeric study tasks needs to be carefully considered to ease the transition for students from simple to more complex statistical procedures while simultaneously reinforcing the importance of numeracy skills for examining substantive disciplinary topics and promoting graduate employability. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01