Self‐concept and Anxiety in University Students Studying Social Science Statistics Within a Co‐operative Learning Structure

Townsend, Mardie; Moore, Dennis W.; Tuck, Bryan; Wilton, Keri

doi:10.1080/0144341980180103

Cited by 55 publications

(54 citation statements)

References 35 publications

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“…This finding is comparable to a wide-range of literature that has identified statistics as being particularly problematic at both undergraduate and postgraduate levels for students (Townsend et al 1998, Murtonen & Lehtinen 2003. The reasons postulated for these problems include student anxiety regarding statistics (Townsend et al 1998), the association of statistics with previous poor performance in mathematics during prior education (Garfield and Ahlgren 1988) and, negative attitudes towards statistics (Gal and Ginsburg 1994). Furthermore, nursing students have limited exposure to quantitative research methods and statistics at undergraduate level.…”

Section: Discussionsupporting

confidence: 76%

“…Retrospective pretest questioning has previously been used to evaluate both educational and social programme outcomes, these include leadership skill courses (Rohs 1999(Rohs , 2002, public health education programmes (Umble et al 2000, Farel et al 2001 courses in statistics and research methods (Pohl 1982, Townsend et al 1998, Townsend and Wilton 2003, a healthy start programme designed to prevent child abuse (Pratt et al 2000), and communication skills training for medical students (Sprangers 1989a). …”

Section: Retrospective Pretestsmentioning

confidence: 99%

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Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Drennan

Hyde

2008

Assessment & Evaluation in Higher Education

150

109

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Student self-report measures of change are widely used in evaluation research to measure the impact and outcomes of an educational programme or intervention.Traditionally the measures used to evaluate the impact of an educational programme on student outcomes and the extent to which students change is a comparison of the student's pretest scores with their posttest scores. However, this method of evaluating change may be problematic due to the confounding factor of response shift bias.Response shift bias occurs when the student's internal frame of reference of the construct being measured, for example research ability or critical thinking, changes between the pretest and the posttest due to the influence of the educational programme. To control for response shift bias the retrospective pretest method was used to evaluate the outcomes achieved from students completing a research module at master's level. The retrospective pretest method differs from the traditional pretestposttest design in that both posttest and pretest perceptions of respondents are collected at the same time. The findings indicated that response shift bias was evident in student self-reports of change, especially in subjects the student had been previously exposed to at undergraduate level. The retrospective pretest design found that the programme had significantly greater impact on outcomes that that identified using the traditional pretest-posttest design leading to the conclusion that students may overestimate their ability at the commencement of an educational programme.The retrospective pretest design is not a replacement for the traditional pretest-posttest measures but may be a useful adjunct in the evaluation of the impact of educational programmes on student outcomes.

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Section: Discussionsupporting

confidence: 76%

Section: Retrospective Pretestsmentioning

confidence: 99%

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Drennan

Hyde

2008

Assessment & Evaluation in Higher Education

150

109

View full text Add to dashboard Cite

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“…Townsend, Moore, Tuck, and Wilton (1998), mentioned some successful intervention techniques, such as systematic desensitization, stress-inoculation training, anxiety management, and systematic rational restructuring for math anxious university students (WADLINGTON; AUSTIN; BITNER, 1992;FOSS;HADFIELD, 1993;SCHNEIDER;NEVID, 1993;VANCE;WATSON, 1994). As a meta-analytic result, Ma (1999) revealed that screening and treatment programs should be provided for upper elementary grades.…”

Section: Discussionmentioning

confidence: 99%

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Çatlıoğlu

Gürbüz

Birgin

2014

Bolema

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This study aims to provide new evidence from Turkish pre-service elementary school (PES) teachers and to identify some correlations and factors associated with mathematics anxiety (MA). 480 Turkish PES teachers participated in this study. Data was collected using a Personal Information Form, Mathematics Anxiety Scale, and Mathematics Attitude Scale. Data was analyzed using the SPSS 17.0 statistics program. It was revealed that the MA level of the participants was low, and the difference based on gender was not significant. Cross-sectional comparison indicated that freshmen were more inclined to have MA than the seniors. Based on self-reported perceptions, we found that there were significant differences related to mathematics. There was a tendency for participants with negative attitudes towards mathematics and low achievers to possess higher levels of MA. It was also found that there was a significant correlation among mathematics anxiety, mathematics achievement, and mathematics attitudes. This study will provide some guidance for the revision of course requirements and teaching strategies, and promotes collaboration between mathematics educators and counselors.Keywords: Mathematics anxiety. Pre-service elementary school teacher. Mathematics attitudes. Gender. Achievement. ResumoO artigo pretende investigar, no contexto da Turquia, fatores associados à ansiedade em relação à Matemática, tendo como sujeitos futuros professores da escola elementar. Quatrocentos e oitenta sujeitos compuseram a amostragem da pesquisa, cujos dados foram coletados por meio de questionários, organizados usando escalas que levaram em conta tanto a ansiedade quanto a atitude de cada sujeito em relação à Matemática e analisados usando o programa estatístico SPSS 17.0. Observou-se que o nível de ansiedade dos professores é baixo e que a diferença entre os gêneros não é significativa. Uma análise cruzada revelou que a ansiedade dos futuros professores em início de formação são mais inclinados à ansiedade que aqueles ao final do curso. A partir de relatos dos próprios participantes, foram detectadas diferenças significativas, entre eles, no que diz respeito à Matemática e a existência de uma correlação entre a ansiedade, atitudes e resultados obtidos pelos estudantes. Os

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“…Instead of memorizing concepts, knowledge should be constructed in students' minds through questioning and discussion, and through early learning. Information should be made meaningful to students in order to establish permanent learning [9,41,53].…”

Section: Discussionmentioning

confidence: 99%

“…Few of the teachers (f=3) believed games to be a waste of time or impossible to put in practice in crowded classes and not up to the levels of students. Furthermore, learning by game could overcome fear, anxiety and negative attitudes toward mathematics that lead students to failure ( [1,41,10].…”

Section: Preferences Of Teaching Methods and Techniques In Mathematicmentioning

confidence: 99%

Preferences of Teaching Methods and Techniques in Mathematics with Reasons

Ünal¹

2017

ujer

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In this descriptive study, the goal was to determine teachers' preferred pedagogical methods and techniques in mathematics. Qualitative research methods were employed, primarily case studies. 40 teachers were randomly chosen from various secondary schools in Kırsehir during the 2015-2016 educational terms, and data were gathered via semi-structured interviews. While analyzing the data, a categorical descriptive analysis technique was employed in which participants' opinions were divided into categories and sub-categories, and quotations were included to ensure opinions were reflected accurately. Results of these interviews showed that teachers preferred techniques such as "Question and Answer" and "Demonstration," that offered relative ease of use. Techniques such as "Scenario" and "Case Study" had fallen out of favor, as they required greater preparation and use of educational materials.

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Self‐concept and Anxiety in University Students Studying Social Science Statistics Within a Co‐operative Learning Structure

Cited by 55 publications

References 35 publications

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Controlling response shift bias: the use of the retrospective pre‐test design in the evaluation of a master's programme

Do pre-service elementary school teachers still have mathematics anxiety? Some factors and correlates

Preferences of Teaching Methods and Techniques in Mathematics with Reasons

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