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In a follow-up experimentalinvestigation among female college students, Onwuegbuzie (1995) reported asignificant interaction between statistics test anxiety and type of examination (i.e.
Specifically, three types of factors are identified: (a) situational factors, such as math experience (Betz, 1978; Roberts & Bilderback, 1980; Tomazic & Katz, 1988; Zeidner, 1991; Wilson, 1997; Balo_lu, 2001; Hong & Karstensson, 2002; Balo_lu, 2003), statistics experience (Sutarso, 1992), computer experience (Zimmer & Fuller, 1996), and research experience (Trimarco, 1997); (b) dispositional factors, such as math self-concept or self-esteem (Zeidner, 1991), scholastic competence or multiple intelligences (Birenbaum & Eylath, 1994; Daley & Onwuegbuzie, 1997; Onwuegbuzie, 2000c), perfectionism (Onwuegbuzie & Daley, 1999; Walsh & Ugumba-Agwunobi, 2002), hope (Onwuegbuzie. 1998b), and procrastination (Onwuegbuzie, 2000a; Walsh & Ugumba-Agwunobi, 2002); and - personal factors, such as learning style (Onwuegbuzie, 1998a; Wilson & Onwuegbuzie, 2001), age (Baloglu, 2003), gender (Betz, 1978; Roberts & Bilderback, 1980; Demaria-Mitton, 1987; Benson, 1989; Benson & Bandalos, 1989; Hong & Karstensson, 2002; Baloglu, 2003), and ethnicity (Bell, 1998; Onwuegbuzie. 1999).
Unfortunately, sparse studies have been found on how to reduce the anxiety in learning statistics for graduate students in the social sciences (Onwuegbuzie & Wilson, 2000). Schacht and Stewart (1990) reported incorporating humorous cartoon examples in statistics classes were perceived by the students to helpful in statistics anxiety reduction. Journal writing was suggested to be another effective tool in reducing levels of anxiety (Smith, Miller, & Robertson, 1992; Sgoutas-Emch & Johnson, 1998). However, theses studies did not find a statistically significant decrease in anxiety levels. Forte (1995) argued for an effective teaching approach that incorporates computer usage, real-world applications, humor, statistical language practice, and group-learning principles....
Additionally, Dolinsky (2001) suggested creating a collaborative environment in which using active learning strategies as the primary method to teach statistics. These teaching methods reveal promise to reduce students' statistics anxiety, yet more innovations of teaching statistics are needed (Huntley, Schneider, & Aronson, 2000). More importantly, empirical studies are needed to examine the effectiveness of these methods in reducing statistics anxiety.
Innovative teaching methods can make the difference between who is able to master statistics to go on to the PhD level. For instance, such measuress, such as optional grading system, more flexible office hours, orientation letter, and the cheat sheet, are all measures that make it easier for students to pass the course. For most students with statistics anxiety, thought of failing the course is a huge stressor; therefore, even if they have the capability to learn statistics, the fear of failure overrides their ability. The application-oriented teaching methods, on the other hand, dispel the misconception about statistics that it is useless and that it is only for people with good math skills. Applying the class contents to daily life and actual research articles makes more meaning for students, and also have them feel more comfortable and close to learning statistics.
As documented above, recently, there has been an increase in the number of researchers investigating the construct of statistics anxiety. However, there is stil lmuch that we do not know about this phenomenon. Moreover, much of the research in this area has been undertaken among undergraduate students. Yet, as noted byOnwuegbuzie (1998a), statistics anxiety is extremely prevalent among graduate students, especially among women and minorities. Furthermore, because theses and dissertations typically necessitate the use of statistics, and because a significant proportion of students do not complete their theses and dissertations, and hence their graduate degree programs (Bowen & Rudenstine, 1992; Cesari, 1990), it is possible
Unfortunately, sparse studies have been found on how to reduce the anxiety in learning statistics for graduate students in the social sciences (Onwuegbuzie & Wilson, 2000). Schacht and Stewart (1990) reported incorporating humorous cartoon examples in statistics classes were perceived by the students to helpful in statistics anxiety reduction. Journal writing was suggested to be another effective tool in reducing levels of anxiety (Smith, Miller, & Robertson, 1992; Sgoutas-Emch & Johnson, 1998). However, theses studies did not find a statistically significant decrease in anxiety levels. Forte (1995) argued for an effective teaching approach that incorporates computer usage, real-world applications, humor, statistical language practice, and group-learning principles. Additionally, Dolinsky (2001) suggested creating a collaborative environment in which using active learning strategies as the primary method to teach statistics. These teaching methods reveal promise to reduce students' statistics anxiety, yet more innovations of teaching statistics are needed (Huntley, Schneider, & Aronson, 2000). More importantly, empirical studies are needed to examine the effectiveness of these methods in reducing statistics anxiety.
Innovative teaching methods can make the difference between who is able to master statistics to go on to the PhD level. For instance, such measuress, such as optional grading system, more flexible office hours, orientation letter, and the cheat sheet, are all measures that make it easier for students to pass the course. For most students with statistics anxiety, thought of failing the course is a huge stressor; therefore, even if they have the capability to learn statistics, the fear of failure overrides their ability. The application-oriented teaching methods, on the other hand, dispel the misconception about statistics that it is useless and that it is only for people with good math skills. Applying the class contents to daily life and actual research articles makes more meaning for students, and also have them feel more comfortable and close to learning statistics.
As documented above, recently, there has been an increase in the number of researchers investigating the construct of statistics anxiety. However, there is stil lmuch that we do not know about this phenomenon. Moreover, much of the research in this area has been undertaken among undergraduate students. Yet, as noted byOnwuegbuzie (1998a), statistics anxiety is extremely prevalent among graduate students, especially among women and minorities. Furthermore, because theses and dissertations typically necessitate the use of statistics, and because a significant proportion of students do not complete their theses and dissertations, and hence their graduate degree programs (Bowen & Rudenstine, 1992; Cesari, 1990), it is possible
If a student feels uncomfortable with the idea that he has to follow some counselor sessions, he should think this way: "positive effects of receiving personal counseling suggest that any counselor in training would benefit from the experience, which is consistent with personal counselling requirements instituted by many programs nationwide" (Mancillas, Adriea). The newest methods in Counselor Programs are the ones who have a technological base: "Counselor educators can promote pedagogical
The next three categories deal with the lack of information: 4) lack of information about the career decision-making process, itself; 5) lack of information about one's own capabilities, personal traits or interests; 6) lack of information about occupations and what work is involved and the type of work available; and 7) lack of information about ways of obtaining career information. The final three categories deal with the inconsistent information
Government Subsidized Student Loans Have Economic Costs but Political Benefits Higher education has become increasingly important in the contemporary world scenario today where globalization has led to a higher need for a skilled labor force that is mobile and that is well-versed in the academic disciplines followed all over the world. In fact university education is starting to be seen as a hallmark for success, even though there are college drop
Research Article CritiqueThe purpose of this critique is to critically review an article by Amanda S. Williams, �Worry, Intolerance of Uncertainty, and Statistics Anxiety� (May 2013). This type of critique is important because far too many college students struggle with their math requirements for graduation due to anxiety over their abilities and anticipated suboptimal performance. The critique includes an analysis of the statistical data presented to determine whether they support
Likewise, anxiety and depression represent the most prevalent problems facing young adults attending college, with these two conditions being ranked first and third, respectively, among college students seeking counseling services (Mccarthy, Fouladi, Juncker & Matheny, 2006). According to Armstrong and her associates (2003), adolescence and young adulthood is a period in life when most people engage in explorative behaviors and test their limits in ways that may contribute to their
The shift toward standardized testing has failed to result in a meaningful reduction of high school dropout rates, and students with disabilities continue to be marginalized by the culture of testing in public education (Dynarski et al., 2008). With that said, the needs of students with specific educational challenges are diverse and complex, and the solutions to their needs are not revealed in the results of standardized testing (Crawford &