The association of statistics anxiety, attitude toward statistics and mathematics self-concept with performance in a business statistics course
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Date
2018
Authors
Mokhele, Moletenyane
Journal Title
Journal ISSN
Volume Title
Publisher
University of the Free State
Abstract
Statistics anxiety is a pervasive problem in many fields of study. A large proportion of students identify statistics courses as the most anxiety-inducing courses in their curriculum. It is important to investigate students’ anxiety as it can negatively affect students’ performance and their overall psychological and physiological condition. Furthermore, understanding about a student’s level of anxiety may help teachers
find ways to reduce the level of anxiety and enhance the learning experienced by students.
This empirical study examined the relationship between statistics anxiety, attitude toward statistics, and mathematics self-concept as well as their effect on performance in an introductory business statistics course with 103 students (50 males and 53 females). In addition, the study aimed to determine whether statistics anxiety differs by gender and to investigate the experiences and opinions of students regarding
statistics anxiety by means of interviews. Statistics anxiety and attitude toward statistics was measured using the Statistics Anxiety Rating Scale (STARS). Ten questions were added to the STARS to measure mathematics self-concept. Performance measures included two tests and final examination marks. Face-to-face, semi-structured interviews were conducted after the examination was written.
Description
Dissertation (M.Sc.(Mathematical Statistics and Actuarial Science))--University of the Free State, 2018
Keywords
Statistics anxiety, Attitude toward statistics, Mathematics self-concept, Academic performance, Gender differences