Statistics Anxiety and Instructor Immediacy

Williams, Amanda

doi:10.1080/10691898.2010.11889495

Cited by 92 publications

(80 citation statements)

References 50 publications

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“…Statistics has long been recognised as one of the most anxiety-provoking and difficult subjects to learn in the context of higher education (DeVaney, 2010;Onwuegbuzie & Wilson, 2003;Schmid, 2013;Williams, 2010). Educators and researchers have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear and mystery associated with statistics (Schmid, 2013).…”

Section: Introductionmentioning

confidence: 99%

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen

2015

AJET

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Statistics has been recognised as one of the most anxiety-provoking subjects to learn in the higher education context. Educators have continuously endeavoured to find ways to integrate digital technologies and innovative pedagogies in the classroom to eliminate the fear of statistics. The purpose of this study is to systematically identify students' perspective of using cooperative learning in a flipped statistics classroom by utilising Q-methodology, which is a combination of qualitative and quantitative research methods. Forty-five students who had participated in a 16 week course were interviewed and asked to rank 30 statements according to their relative importance. Three distinctly different factors that represented groups of participants with similar views were extracted. All groups identified cooperative learning as an effective instructional strategy in flipped classrooms. It is concluded that students' concerns were reflected in these multiple perspectives; therefore, individual levels of support should be provided.

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Section: Introductionmentioning

confidence: 99%

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Chen

2015

AJET

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“…In addition to anxiety among college students, the literature indicated that college students experienced a great amount of fear of test taking (Economides & Moridis, 2008), fear of statistics (Onwuegbuzie & Wilson, 2003;Williams, 2010), and fear of presentations in a college setting (Elliot & Chong, 2005). The American Psychological Association (2014) defined anxiety as an emotion characterized by feelings of tension, worried thoughts and physical changes like increased blood pressure.…”

Section: Engagement and College Students' Anxietymentioning

confidence: 99%

The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

Ismail¹

2016

IJPS

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Teaching a language is a complex but interesting process. It involves teacher, learner, curriculum, and learning environment. Also this process is affected by certain social, cultural and psychological factors. This study is aimed at investigating the effectiveness of a proposed program for developing EFL learners' engagement in learning English. The sample of this study consisted of 103 females (M = 19.260, SD = 0.876 years), it was divided into two groups; the experimental group consisted of 53 girls and the control group consisted of 50 girls. Students' engagement was measured by the Handelsaman, Briggs, Sullivan, and Towler (2005) questionnaire, while their foreign language anxiety was measured by the Horwitz, Horwitz and Cope (1986) questionnaire. Students' motivation was measured by Gardner's (1985) Attitude and Motivation Test Battery (AMTB). The research applied continued for three months which included the proposed program. The data proved that there were statistically significant differences between the experimental group and the control group on the post-test of the engagement questionnaire, the foreign language anxiety scale as well as the students' motivation dimensions, showing a significant increase in students' engagement and motivation in favor of the experimental group. The findings also indicated that there were statistically significant differences between the pre-test and post-test results for the experimental group on the students' engagement and motivation. This shows that the experimental group had an increase in skills after having participated in the program as seen on the post-test. In light of these results, the study provides a number of procedural recommendations that may contribute to raising the degree of the importance of students' engagement and motivation training for the students with foreign language anxiety. The paper concludes that more training should be given in using all engagement activities by embedding them in regular classroom activities. Suggestions are offered for future research.

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“…Instructors also report that fun activities promote an emotional connection between the student and the material, as well as with the instructor. In fact, this perceived closeness between the instructor and the student (i.e., immediacy) has been shown to correlate positively with student affect and affective learning (Gorham 1988), student cognitive learning (Chesebro & McCroskey 2001;Christophel 1990;Kelley & Gorham 1988;Titsworth 2001), and to improve learning in statistics classes (Williams 2010). Figure 3 shows the hesitations of teachers by gender.…”

Section: Motivations For Using Fun (By Gender)mentioning

confidence: 99%

Using Fun in the Statistics Classroom: An Exploratory Study of College Instructors' Hesitations and Motivations

Lesser

Wall

Carver

et al. 2013

Journal of Statistics Education

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This study examines statistics instructors' use of fun as well as their motivations, hesitations, and awareness of resources. In 2011, a survey was administered to attendees at a national statistics education conference, and follow-up qualitative interviews were conducted with 16 of those (N = 249) surveyed to provide further context for interpreting the quantitative results. Motivations were similar for men and women, but female instructors admitted more hesitations in many areas. While many instructors are using or are open to using fun in the statistics classroom, the findings suggest that not having available resources at hand and not being aware of resources such as the CAUSEweb collection are major hesitations. Methods of alleviating hesitations are discussed.

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Statistics Anxiety and Instructor Immediacy

Cited by 92 publications

References 50 publications

Students’ perspectives of using cooperative learning in a flipped statistics classroom

Students’ perspectives of using cooperative learning in a flipped statistics classroom

The Effectiveness of an Engaging Program to Reduce Saudi Female University EFL Students’ Foreign Language Anxiety and to Enhance Their Motivation to Learn English at Taif University

Using Fun in the Statistics Classroom: An Exploratory Study of College Instructors' Hesitations and Motivations

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