A model of the relationships among measures of affect, aptitude, and performance in introductory statistics.

Abstract

This study investigated a number of variables believed to influence the achievement of first-year undergraduate university students enrolled in an introductory statistics course. A sample of 166 participants completed a selfreport inventory consisting of affective measures such as attitude toward learning statistics, motivational intensity, and anxiety experienced in their statistics course. In addition to measures of achievement in the course, we obtained measures of performance in previous mathematics and psychology university courses. We tested two structural equation models relating achievement in the course to variables in the inventory. The general structure of the models was based on Gardner's socio-educational model of second-language learning (1985). The results support the hypotheses that both motivation and aptitude contribute to the prediction of achievement in statistics as suggested by Lalonde and Gardner (1993). Furthermore, we found support for a direct link between anxiety and achievement in statistics.

Evaluating computer-based simulations, multimedia and animations that help integrate blended learning with lectures in first year statistics

“…Such factors can lead students to delay taking statistics courses and this can have a 'knock on' effect in delaying the completion of their degree (Onwuegbuzie, 2004). Holding a negative attitude, low motivation, and anxiety over statistics also predicts a lower level of academic achievement (Tremblay et al, 2000). Considering such findings, the benefits to addressing negative attitudes found in the present research are a welcome effect of the approach used.…”

“…Up to 80% of students in the social sciences report that statistics courses are the most anxietyinducing in their degree (Onwuegbuzie & Wilson, 2003). Many students also report a low interest and overall negative attitudes in statistics Tremblay, Gardner & Heipel, 2000). Such factors can lead students to delay taking statistics courses and this can have a 'knock on' effect in delaying the completion of their degree (Onwuegbuzie, 2004).…”

Evaluating Student Perceptions of a Learner-Centered Drug Literature Evaluation Course

“…student or math anxiety. [17][18][19] While some level of stress or anxiety may be beneficial, it is generally believed that high levels of stress can adversely affect student learning. 13 Some of the most positive results from this study were for those items looking at the level of stress associated with the learning environment of the course, suggesting that the course redesign was successful from the perspective of reducing stress levels within the course.…”

Can Attitudes toward Statistics and Statistics Anxiety Explain Students’ Performance? // ¿Pueden las actitudes hacia la estadística y la ansiedad estadística explicar el rendimiento de los estudiantes?

“…Those courses and especially their exams produce a high degree of anxiety in students and an inadequate academic performance (Baloglu, 2003;Benson, 1989;Carmona, 2004;Carmona, Martínez, & Sánchez, 2005;Chiesi & Primi, 2010;Gal, Ginsburg, & Schau, 1997;Macher, Paechter, Papousek, & Ruggeri, 2012;Musch & Bröder, 1999;Onwuegbuzie & Seaman, 1995;Tremblay, Gardner, & Heipel, 2000). Some students could consider these subjects a burden because they are not self-confident about their statistics competences (Chiesi & Primi, 2010).…”

“…Other potential predictor is Attitudes toward statistics (Budé et al, 2007;Chiesi et al, 2010;Lalonde & Gardner, 1993;Nasser, 2004;Onwuegbuzie, 2003;Ra mí-rez, Schau, & Emmioğlu, 2012;Sorge & Schau, 2002;Tempelaar, van Der Loeff, & Gijselaers, 2007;Tremblay et al, 2000;Wisenbaker, Scott, & Nasser, 2000). Lalonde and Gardner (1993) tested a SEM model including measures of mathematical aptitude, statistics anxiety and attitudes, motivation to learn statistics, and effort, in predicting statistics performance.…”