Anxiety and Achievement in Statistics: A Systematic Review on Quantitative Studies

Abstract

Statistics is a challenging course for students and of which is often associated with subsequent concerns that may affect statistical achievement. Therefore, this study aims to identify the relationship between statistical concerns and statistical achievement in the systematic literature review context. This study also identifies the statistical method used in articles relating to the relationship between statistical concerns and statistical achievement. Four electronic databases were used; ERIC, DOAJ, Science Direct and Google Scholar. The eligibility of article selection is based on a few criteria that assess the relationship between anxiety and statistical achievement, quantitative research, access and use of Malay and English. 10 articles fulfilled the eligibility selection criteria. Extraction of data is based on the name of the researcher and the year, country, title, sample size, instrument, statistical component of statistical concerns, statistical methods and findings. The findings revealed that most of studies reported statistical concerns negatively affecting statistical achievements either directly or indirectly. Additionally, the findings also reported statistical methods frequently used in the study article were Structural Equation Modeling, correlations of 4 articles using this method followed by regression method, ANCOVA and MANCOVA. The results of this systematic literature survey provide insights of relationship between statistical concerns and statistical achievements. To conclude, educators should consider assessing the method of teaching that they use on students who are facing statistical concerns.

Utilization of statistical software applications and its influence on students’ attitude and performance in Statistics

“…It is advised that students interact with actual obtained data to stress the statistical approaches presented. Teachers can affect how their pupils feel about statistics among other things by talking to them about their worries and offering them solutions (Ghani, F. H. A., & Maat, S. M., 2018).…”

“…To emphasize statistical methods taught, it is recommended that students should engage with actual collected data. Among other ways in which teachers can influence students' feelings towards statistics, it is to discuss their concerns and give them a way to overcome their concerns (Ghani, F. H. A., & Maat, S. M., 2018).…”

Misconception of Student: Difference Field Independent-Dependent Cognitive Style

“…When answering math problems, it is possible for students to make mistakes, for example not reading the questions carefully or because of misconceptions [6]. Misconceptions in mathematics are defined as a consistent error, as well as being an obstacle for students in solving math problems [7] [8]. It is important to recognize misconceptions and re-educate students to improve their mathematical thinking [9].…”