ERIC Number: ED436556
Record Type: RIE
Publication Date: 1999-Nov
Reducing Statistics Anxiety: A Ranking of Sixteen Specific Strategies.
Wilson, Vicki A.
As part of an ongoing study of statistics anxiety, 37 students in the Master of Education program in a small, private liberal arts college completed a Likert-scale instrument asking them to rate from 1 ("not at all") to 5 ("a great deal") the extent to which 16 specific strategies reduced their statistics anxiety in the educational research classroom. Items were compiled from the answers of students in a previous study about how their instructors helped to reduce anxiety. Means and standard deviations were computed for each item. Ranking at the top for reducing anxiety was allowing tests to be "open book/open note," followed by working with a partner in the computer lab. The next five items were focused on instructor behavior and characteristics: positive attitude, encouragement, reassurance, recognition of anxiety, and humor. The use of rubrics, guidelines for completing and evaluating written and oral projects, ranked in the top half of items indicated by students as reducing their anxiety. Lowest in the rankings were doing work that was "real world" oriented, support of peers outside the class, and ability to get an "A" in the class. Working with a group in class and outside of class on a research project ranked just below the middle of the items but showed more variability than the other items. As the literature supports, cooperative learning can be both anxiety reducing and anxiety producing, depending on the composition of the group. (Author/SLD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the Mid-South Educational Research Association (Point Clear, AL, November 16-19, 1999).