Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses
By Thomas A. DeVaney. 2010
135 citations recorded by the source corpus.
This study compared levels of statistics anxiety and attitude toward statistics for graduate students in on-campus and online statistics courses. The Survey of Attitudes Toward Statistics and three subscales of the Statistics Anxiety Rating Scale were administered at the beginning and end of graduate level educational statistic courses. Significant effects were observed for two anxiety scales (Interpretation and Test and Class Anxiety) and two attitude scales (Affect and Difficulty). Observed decreases in anxiety and increases in attitudes by online students offer encouragement to faculty that materials and techniques can be used to reduce anxiety and hopefully enhance learning within online statistics courses.
Subfields: Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/5d569826390b5d28807ac3c96208cea53df033b0
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In Education
In Statistics and Probability
Citations in the corpus
- Students’ perspectives of using cooperative learning in a flipped statistics classroom (2015, background): “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).”
- Evaluating an Active Learning Approach to Teaching Introductory Statistics: A Classroom Workbook Approach (2011, background): “DeVaney (2010) found that students who took a graduate course online reported a decrease in statistics class anxiety and an increase in affect toward statistics but students who took the same course on campus did not report less anxiety or greater affect at the end of the course.”