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Statistics support and anxiety explored.

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Title: Statistics support and anxiety explored.
Authors: Marshall, Ellen1 ellen.marshall@shu.ac.uk, Riach, Anna2, Shaker, Amanda3, Rowlett, Peter1
Source: Teaching Mathematics & its Applications. Jun2024, Vol. 43 Issue 2, p81-106. 26p.
Subject Terms: *Math anxiety, *Mathematics education, *Higher education, *Educational change, Face-to-face communication
Abstract: Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses quantitative and qualitative results from student questionnaires to evaluate the effectiveness of support in reducing anxiety and increasing confidence immediately after the first statistics support session and in the longer term. Comparisons of and preferences for online or face-to-face sessions and other aspects relating to anxiety were also explored. Key quantitative findings include a significant reduction in statistics anxiety after only one session of statistics support and a long-term increase in confidence with statistics. When asked how support impacts on anxiety or confidence, key themes emerging included feeling comfortable asking questions in statistics support, tailoring to individual needs and confirmation of understanding. The majority of students preferred face-to-face sessions over online particularly those with higher levels of statistics anxiety. Although differences were generally not significant, higher levels of anxiety were observed before online sessions and greater changes in anxiety occurred during face-to-face sessions. [ABSTRACT FROM AUTHOR]
Copyright of Teaching Mathematics & its Applications is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: <searchLink fieldCode="JN" term="%22Teaching+Mathematics+%26+its+Applications%22">Teaching Mathematics & its Applications</searchLink>. Jun2024, Vol. 43 Issue 2, p81-106. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Math+anxiety%22">Math anxiety</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education%22">Higher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+change%22">Educational change</searchLink><br /><searchLink fieldCode="DE" term="%22Face-to-face+communication%22">Face-to-face communication</searchLink>
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  Data: Most higher education institutions in the UK now offer some form of additional individual support for mathematics and statistics. Whilst numerous studies have shown mathematics support can improve grades and reduce failure rates, there is a lack of research on other outcomes of interest such as anxiety or confidence, and very little research relating specifically to statistics support. This study uses quantitative and qualitative results from student questionnaires to evaluate the effectiveness of support in reducing anxiety and increasing confidence immediately after the first statistics support session and in the longer term. Comparisons of and preferences for online or face-to-face sessions and other aspects relating to anxiety were also explored. Key quantitative findings include a significant reduction in statistics anxiety after only one session of statistics support and a long-term increase in confidence with statistics. When asked how support impacts on anxiety or confidence, key themes emerging included feeling comfortable asking questions in statistics support, tailoring to individual needs and confirmation of understanding. The majority of students preferred face-to-face sessions over online particularly those with higher levels of statistics anxiety. Although differences were generally not significant, higher levels of anxiety were observed before online sessions and greater changes in anxiety occurred during face-to-face sessions. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching Mathematics & its Applications is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Value: 10.1093/teamat/hrad010
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        Text: English
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      – SubjectFull: Higher education
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              M: 06
              Text: Jun2024
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              Y: 2024
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