Anxiety and Attitude of Graduate Students in On-Campus vs. Online Statistics Courses

DeVaney, Thomas A.

doi:10.1080/10691898.2010.11889472

Cited by 91 publications

(79 citation statements)

References 18 publications

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“…Investigating 177 students, they found that female students hold more negative attitudes towards statistics and rate their statistical competence lower than male students although they did not differ in their achievement. DeVaney (2010) showed that students felt less anxiety when enrolled in an online course whereas the anxiety in a traditional course persisted.…”

Section: Comparison Of Different Populations and Coursesmentioning

confidence: 99%

Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

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In this ICME-13 Topical Survey, we provide a review of recent research into statistics education. We focus our review on empirical research that has been published in established educational journals or the proceedings of important conferences that include at least a section referring to statistics education. We have identified and will address six important research topics, namely, teacher knowledge, teachers' statistics-related affect, teacher preparation, student knowledge, students' statistics-related affect, and student learning of statistics with technology. For each research topic we build upon existing reviews and add more recent research. In each section we start with a review of recent research and end with a brief conclusion for each research topic.

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Section: Comparison Of Different Populations and Coursesmentioning

confidence: 99%

Empirical Research in Statistics Education

Eichler

Zapata‐Cardona

2016

ICME-13 Topical Surveys

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“…The assistant moderator was the current instructor for Focus Group 3. The number of participants in Focus Group 1 and Focus Group 3 was within the six to nine participants (Krueger, 2000), six to 10 participants (Langford, Schoenfeld, & Izzo, 2002;Morgan, 1997), and six to 12 participants (Bernard, 1995;Johnson & Christensen, 2010;Onwuegbuzie, Dickinson, Leech, & Zoran, 2009, 2010 recommended in the literature, with Focus Group 2 containing one less participant than the optimal size.…”

Section: Instruments and Proceduresmentioning

confidence: 99%

“…However, as noted by , focusing only on data generated by the groups can be very problemat-ic because group-based data alone (a) provide no information about the degree of consensus and dissent, (b) provide no information about other focus group members who might not have contributed to the category or theme, and (c) make it difficult to determine the degree to which the data that contributed to the theme reached saturation for the focus group (i.e., within-group data saturation; Onwuegbuzie, Dickinson, et al, 2009). As such, in the present study, we conducted what Onwuegbuzie, Dickinson, et al (2009, 2010 refer to as a micro-interlocutor analysis, which involves not only identifying and providing the most compelling statements made by focus group participants, but also providing information about how many members (or the proportion of members) contributed/did not contribute to each category or theme.…”

Section: Unit Of Analysismentioning

confidence: 99%

“…With very few exceptions (e.g., DeVaney, 2010;Suanpang, Petocz, & Kalceff, 2004;Xu, Meyer, & Morgan, 2009), the vast majority of studies in the area of statistics attitudes have involved the use of quantitative techniques. Indeed, as very recently concluded by Perepiczka et al (2011), "qualitative studies need to be conducted to better capture students' experiences in statistics classes" (p. 106).…”

Section: Introductionmentioning

confidence: 99%

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Relationships among Attitudes, Coping Strategies, and Achievement in Doctoral-Level Statistics Courses: A Mixed Research Study

Combs

Onwuegbuzie

2012

IJDS

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Because of the important role that attitudes toward statistics and motivation have played in statistics courses, Ramirez, Emmioglu, and Schau (2010) recently conceptualized that Eccles and Wigfield's (2002) Expectancy-Value Model (EVM) is applicable for students enrolled in statistics courses. However, to date, the applicability of the EVM for understanding students' attitudes toward statistics has not been tested empirically. Thus, the purpose of this mixed research study was twofold: (a) to build on Ramirez et al. 's (2010) conceptualization by testing the EVM as a viable framework for understanding the statistics learning context; and (b) to examine the role that coping strategies play within the EVM framework by exploring interrelationships among attitudes, coping strategies, and statistics achievement. A qualitative-dominant mixed research design was used. Specifically, 18 doctoral students who had recently taken a statistics class participated in three in-depth focus groups. The ensuing qualitative data were supplemented by quantitative data via scores from a measure of coping strategies used in statistics courses that was administered to all participants. The qualitative and quantitative data provided strong support for the EVM. Moreover, the emergence of five coping strategies themes suggested the appropriateness of expanding the EVM to a more solution-focused model, namely, the Expectancy-Value Coping Strategies (EVCS) model, wherein coping strategies mediate the relationship between statistics attitudes and statistics achievement.

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“…Studies have noted that research courses also provoke anxiety in students (DeVaney, 2010;Green, Bretzin, Leininger, & Stauffer, 2001). Green et al (2001) compared research anxiety across various disciplines and found MSW students had higher anxiety than their counterparts regarding research methods and analysis.…”

mentioning

confidence: 99%