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

Abstract

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.

Avoiding Over-Diagnosis: Exploring the Role of Gender in Changes over Time in Statistics Anxiety and Attitudes

“…The first way in which past research is limited is that many studies employ grades as predictors, as opposed to outcomes, of statistics anxiety (Baloğlu 2002;Walsh and Ugumba-Agwunobi 2002;Van Gundy et al 2006;DeCesare 2007;Chiou et al 2014;Condron et al 2018). Second, some past studies measured proxies for academic achievement, such as cardiovascular measures of anxiety during an exam (Papousek et al 2012) or expected, as opposed to actual, grades in the course (Van Gundy et al 2006;DeCesare 2007;Condron et al 2018). This limitation is especially important given that Hanna et al (2008) show that students' levels on the six STARS anxiety dimensions account for a larger proportion of explained variance in predicted test scores compared to actual test scores.…”