Anxiety toward statistics and the use of computers: A study of graduate level education majors

Rendulic, Paul; Terrell, Steve

doi:10.1007/bf02940893

Cited by 2 publications

(2 citation statements)

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“…Agerelated effects of computer exposure, coupled with changing cultural expectations, also may influence the effects of computer use in statistics courses. For instance, a study of 87 statistics students found younger female students to be disproportionately troubled by computer use in their courses (Rendulic and Terrell 2000).…”

Section: Math Anxietymentioning

confidence: 99%

“…Yet because new computer technologies, like online discussion forums, can encourage interactive and collaborative learning, their use in statistics courses can enrich students' learning and reduce their anxieties (Benson et al 2002;Khan 1997;Owston 1997;Rendulic and Terrell 2000;Zanakis and Valenzi 1997). Online discussion forums offer students opportunities for peer teaching and learning, which can have positive benefits both for student tutors and the tutored (Conners et al 1998;Ward 1984 (p. 41).…”

Section: Math Anxietymentioning

confidence: 99%

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Effects of Web-Based Instruction on Math Anxiety, the Sense of Mastery, and Global Self-Esteem: A Quasi-Experimental Study of Undergraduate Statistics Students

et al. 2006

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To explore the effects of web-based instruction (WBI) on math anxiety, the sense of mastery, and global self-esteem, we use quasi-experimental data from undergraduate statistics students in classes assigned to three study conditions, each with varied access to, and incentive for, the use of online technologies. Results suggest that when statistics course requirements included the use of WBI techniques, such as Blackboard's (Blackboard Inc. 2001) digital drop box and online student discussion board, class levels of math anxiety were reduced from the beginning (Time I) to the end (Time II) of the course instruction periods. In classes that required student participation in online discussion forums, self-esteem levels appear to have been enhanced. Perceived mastery levels, however, were not influenced significantly by use of the WBI tools we consider here. The findings indicate that the incorporation of WBI techniques into statistics courses may benefit college students; yet, the mechanisms by which WBI tools affect student outcomes require elucidation. We recommend that widespread implementation of WBI follow only from systematic evaluation of its efficacy across various educational settings, student populations, and social conditions.

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Section: Math Anxietymentioning

confidence: 99%