Students’ perceptions on factors of statistics anxiety and instructional strategies.

We explored students' experiences in a statistics class to investigate what factors contributed to students' anxiety and how instructional strategies helped students learn statistics effectively. The participants were graduate students in the social sciences at a large Midwest university. The findings from the study demonstrate that factors contributing to statistics anxiety include math phobia, lack of connection to daily life, pace of instruction, and instructor's attitude. The results also show that using multidimensional instructional methods and instructor's being attentive to students' anxiety are helpful strategies to reduce students' anxiety.

Duke Scholars

Author Wei Pan School of Nursing