The Influence of Statistical Anxiety on Statistic Reasoning of Pre-service Mathematics Teachers

Abstract

The large number of statistical data present in everyday life makes statistical reasoning an absolute ability possessed by students. Meanwhile, the statistical reasoning is influenced by various cognitive and non-cognitive factors. This study emphasizes the influence of non-cognitive factors, which are the statistical anxiety. The purpose of this study is to describe the statistical anxiety of pre-service mathematics teacher and the influence of statistical anxiety on statistical reasoning. This research method is a mixed-method with sample of 33 pre-service teachers who are taking basic statistics courses. The instrument used in this study is a statistical anxiety questionnaire developed by Earp (2007)and a statistical reasoning test developed by Chan et al (2016). The result showed that the statistical anxiety of pre-service mathematics teachers was in the moderate level on the aspects of taking the courses, studying and practicing; and was in the higher level on the aspect of the examination. Statistical anxiety levels on every aspect are equally good for both men and women. Statistical anxiety does not directly affect the ability of statistical reasoning and it can only impair 0.1% of the statistical reasoning ability. On reasoning indicators and statistical anxiety indicators, there are relevant results between the statistical anxiety experienced by the pre-service teachers on the indicator for developing conclusions based on mathematical solutions, explaining statistical findings, and interpreting statistics with indicators on statistical reasoning; they areanalyzing and interpreting data.

Mediating factors of statistics anxiety in university students: a systematic review and meta‐analysis

“…Reading comprehension and reading vocabulary predicted SA in Black American graduates. However, Yusuf and colleagues did not find a relationship between SA and statistical reasoning 38–40 …”

“…However, Yusuf and colleagues did not find a relationship between SA and statistical reasoning. [38][39][40] Regarding course modality (online or traditional), results were conflicted among studies. While Zimmerman and Johnson did not find differences in anxiety levels among students who either completed or did not complete their online statistics course, other studies did report differences between STARS subscales: in Frey-Clark and colleagues study, students who participated in statistical courses in an online modality reported higher SA in the Asking for Help subscale than students of traditional courses.…”

“…37 Only three studies investigated the effects of SA on specific cognitive abilities: probabilistic reasoning, statistics reasoning, and reading comprehension/vocabulary. [38][39][40] Results revealed that SA is impacted in a negative and significant way by probabilistic reasoning (verbal-numerical and graphical-pictorial format). Reading comprehension and reading vocabulary predicted SA in Black American graduates.…”

Pengembangan Modul Statistika Deskriptif Berbasis Penalaran Statistik

“…Namun kenyataannya, tidak semua mahasiswa calon guru memiliki kemampuan penalaran yang baik pada materi statistika. Beberapa permasalahan yang sering dialami, diantaranya: kesulitan memeriksa data kategori, interval, dan rasio (Karatoprak et al, 2015), kesulitan dalam membuat kesimpulan terkait dengan grafis (Rufiana et al, 2018;Subekti & Akhsani, 2020), kesulitan dalam menganalisis dan menginterpretasikan data (Subekti & Jazuli, 2020;Yusuf et al, 2019), penalaran mahasiswa dalam pembelajaran metode statistika belum memuaskan (Rohana & Ningsih, 2019), dan ketidakmampuan dalam melihat kesalahan dalam menghitung ukuran statistik (Abd Rozak et al, 2020).…”