An Exploration of Preference for Numerical Information in Relation to Math Self-Concept and Statistics Anxiety in a Graduate Statistics Course

Williams, Amanda

doi:10.1080/10691898.2014.11889693

Cited by 10 publications

(13 citation statements)

References 32 publications

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“…The result of low PNI recorded in this study did not support Viswanathan's (1993) study on American students. More so, the result was at variance with that of Williams (2014) which showed high level of preference for numerical information among American students. This low preference for numerical information can be partly attributed to the negative attitude of students toward mathematics (Awofala, 2016b) and the high level of mathematics anxiety in Nigerian students (Awofala, 2017a) which most often culminated in their poor performance in mathematics (Awofala, Arigbabu & Awofala, 2013).…”

Section: Discussionmentioning

confidence: 60%

“…While it is replete in the extant collected works to see assessments of both ability to use mathematics and disposition concerning mathematics/numeracy, Viswanathan (1993) contended that the simple proclivities for mathematical info in day-to-day life have been overlooked. The veracity of this assertion must be made as PNI relates to learners' experience in mathematics (Williams, 2014), thus we assume to see near association between PNI and numeracy.…”

Section: Introductionmentioning

confidence: 98%

“…In a study that examined the association amongst PNI, gender, perceived success, annual compensation and education, De'Armond and Durband (2011) established that while females recorded greater level of PNI than males, the associations were statistically not meaningful. In a more recent study, Williams (2014) investigated the relationship between PNI, mathematics selfconcept, and dimensions of anxiety towards statistics in agreement to the PNI nomological soundness. The results showed that four out of the six dimensions of anxiety towards statistics were strongly correlated with PNI and two were not.…”

Section: Introductionmentioning

confidence: 99%

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An Investigation into Senior Secondary Students' Preference for Numerical Information in Relation to Numeracy and Achievement Mathematics in Nigeria

Awofala¹,

Arigbabu²,

Fatade³

2019

PedActa

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In this study, the attempt was made to investigate senior secondary school students' preference for numerical information as associated with numeracy and achievement in mathematics in Lagos, Nigeria. The participants were 350 students carefully chosen from eight public senior secondary schools in which the study adopted the quantifiable research methodology within the scheme of the descriptive survey design. The collected data were analysed using the descriptive statistics of percentages, mean, and standard deviation and inferential statistics of factor analysis and multiple regression analysis. Results showed that preference for numerical information measured by the preference for numerical information scale was a unidimensional construct with very high-reliability index. Senior secondary school students showed a low preference for numerical information. Numeracy in everyday life, numeracy in mathematical tasks, numeracy in workplace tasks and preference for numerical information made statistically weighty contributions to the prediction of students' achievement in mathematics. In line with this study results, it is hereby recommended that teachers of mathematics should not only teach number sense to pupils right from the primary school but should employ learner-centred teaching strategies capable of positively influencing students' penchant for numerical information. Future studies in Nigeria and elsewhere should endeavour to investigate the confirmatory factor analysis of the preference for numerical information scale amid students at all levels of education.

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Section: Discussionmentioning

confidence: 60%

Section: Introductionmentioning

confidence: 98%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

An Investigation into Senior Secondary Students' Preference for Numerical Information in Relation to Numeracy and Achievement Mathematics in Nigeria

Awofala¹,

Arigbabu²,

Fatade³

2019

PedActa

View full text Add to dashboard Cite

show abstract

“…As test anxiety research demonstrates, lowered academic self-concepts strongly predict test anxiety responses (Ahmed, Minnaert, Kuyper, & van der Werf, 2012;Faber, 2012;Goetz, Pekrun, Hall, & Haag, 2006). In most cases, high-anxious students reported a lowered self-concept of mathematics or statistical competencies (Bandalos, Yates, & Thorndike-Christ, 1995;Benson, 1989;González et al, 2016;Macher et al, 2012;A. Williams, 2014;Zeidner, 1991).…”

Section: Theoretical Framework and Research Hypothesesmentioning

confidence: 99%

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

Faber

Drexler

2019

High. Learn. Res. Commun.

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Based on a cognitive-motivational modeling of construct relations, the present study aimed at analyzing the role of prior statistics experiences to explain education science students’ statistics anxiety. Data were analyzed from two independent samples which consisted of N = 113 and N = 87 participants – using a different operationalization of the experience variable in each case. In both samples, analyses demonstrated students’ statistics anxiety to be substantially explained by their self-concept and negative utility value – but not by their prior statistics experiences. However, conceptually assumed interaction effects between motivation and experience variables did not occur. Instead, students’ statistics anxiety appeared to be dependent on self-concept and value scores across all experience levels. Moreover, different operationalizations of the experience variable produced somewhat varying effect patterns. Findings are discussed in terms of conceptual, methodological, and instructional implications.

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“…Correspondingly, in the statistics domain the crucial role of self-concepts had been well established. In most cases, high-anxious students reported a lowered self-concept of own mathematics or statistical competencies (Bandalos et al, 1995;Benson, 1989;González et al, 2016;Macher et al, 2012;Williams, 2014;Zeidner, 1991). Therefore, it should be assumed the WAESTA scale scores to correlate negatively and substantially with the students' mathematics selfconcept.…”

Section: Validation Framework and Objectivesmentioning

confidence: 99%

Education Science Students’ Statistics Anxiety: Developing and Analyzing a Scale for Measuring their Worry, Avoidance, and Emotionality Cognitions

Faber

Drexler

Stappert

et al. 2018

IJEP

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Current instruments for assessing university students’ statistics anxiety prevailingly emphasize the affective construct component. In order to unfold the construct in a more exhaustive and differentiated manner, a scale for measuring university students’ worry, avoidance, and emotionality cognitions was developed. In two samples of education science majors the present pilot study aimed at analyzing the scale’s psychometric properties and at gaining preliminary validation results. Principal component analyses led to the formation of a unidimensional scale which appeared to be sufficiently reliable. Its relations to domain-specific self-belief and background variables turned out as theoretically expected – thus, for the time being the scale should claim criterion validity.

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An Exploration of Preference for Numerical Information in Relation to Math Self-Concept and Statistics Anxiety in a Graduate Statistics Course

Cited by 10 publications

References 32 publications

An Investigation into Senior Secondary Students' Preference for Numerical Information in Relation to Numeracy and Achievement Mathematics in Nigeria

An Investigation into Senior Secondary Students' Preference for Numerical Information in Relation to Numeracy and Achievement Mathematics in Nigeria

Predicting education science students’ statistics anxiety: The role of prior experiences within a framework of domain-specific motivation constructs

Education Science Students’ Statistics Anxiety: Developing and Analyzing a Scale for Measuring their Worry, Avoidance, and Emotionality Cognitions

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