Adult Perceptions of In-Class Collaborative Problem Solving as Mitigation for Statistics Anxiety

Autor/inn/en	Kinkead, Karl J.; Miller, Heather; Hammett, Richard
Titel	Adult Perceptions of In-Class Collaborative Problem Solving as Mitigation for Statistics Anxiety
Quelle	In: Journal of Continuing Higher Education, 64 (2016) 2, S.101-111 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0737-7363
DOI	10.1080/07377363.2016.1178057
Schlagwörter	College Students; Student Attitudes; Adult Students; Teaching Methods; Cooperative Learning; Statistics; Mathematics Anxiety; Problem Solving; Qualitative Research; Data Collection; Data Analysis; Case Studies + Suchen Sie Ihr Suchwort? Collegestudent; Schülerverhalten; Adult; Adults; Student; Students; Erwachsenenalter; Studentin; Schüler; Schülerin; Teaching method; Lehrmethode; Unterrichtsmethode; Kooperatives Lernen; Statistik; Problemlösen; Qualitative Forschung; Data capture; Datensammlung; Auswertung; Case study; Fallstudie; Case Study
Abstract	Two purposes existed for initiating this qualitative case study involving adults who had completed a college-level business statistics course. The first purpose was to explore adult challenges with stress and anxiety during the course: a phenomenon labeled statistics anxiety in the literature. The second purpose was to gain insight into adult perceptions of an instructional methodology that employed collaborative problem solving as an intervention to reduce student anxiety levels. Findings from this research provided valuable insights regarding adult perceptions of statistics and statistics courses. First, 75% of the participants recalled their performance in the course as being challenged by elevated levels of stress and anxiety. We also found a distinct inverse correlation between adult self-perception of math competency and statistics anxiety levels. Also notable were findings that a majority of the adult participants perceived working collaboratively markedly reduced anxiety levels, resulting in improved performance on tasks and assessments. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01