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A comparison of strategies used by lecturers to improve students' perceived feelings toward statistics—A study that is Stat‐tastic!

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Title: A comparison of strategies used by lecturers to improve students' perceived feelings toward statistics—A study that is Stat‐tastic!
Authors: Riach, Anna Christian1 (AUTHOR) a.riach@leeds.ac.uk, Shaker, Amanda J.2 (AUTHOR), Marshall, Ellen3 (AUTHOR), Binkowski, Karol P.4 (AUTHOR), Kay, William P.5 (AUTHOR)
Source: Teaching Statistics. 2026 Supplement 1, Vol. 48, pS22-S35. 14p.
Subject Terms: *Student attitudes, *Math anxiety, *Teaching methods, *Adult education workshops, *Science education
Abstract: One way of addressing anxiety in students studying statistics as a non‐specialist is dedicated statistics anxiety workshops, but some students are too anxious to attend such sessions. In this multi‐university study, lecturers presented content from such a workshop in one slide per session throughout their statistics teaching. This "Stat‐tastic thoughts" approach was compared with other strategies, typically used in statistics teaching to address statistics anxiety, by students scoring each strategy for how it affected their feelings toward statistics. While all strategies had a positive effect on feelings, staff approachability, the lecturer's attitude toward the subject, and attempts at humor or fun, consistently scored highest. Our findings suggest that it is these elements of a statistics course that students think statistics educators should concentrate their limited time and energy on to increase their students' positive feelings toward statistics. [ABSTRACT FROM AUTHOR]
Copyright of Teaching Statistics is the property of Wiley-Blackwell 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: A comparison of strategies used by lecturers to improve students' perceived feelings toward statistics—A study that is Stat‐tastic!
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  Data: One way of addressing anxiety in students studying statistics as a non‐specialist is dedicated statistics anxiety workshops, but some students are too anxious to attend such sessions. In this multi‐university study, lecturers presented content from such a workshop in one slide per session throughout their statistics teaching. This "Stat‐tastic thoughts" approach was compared with other strategies, typically used in statistics teaching to address statistics anxiety, by students scoring each strategy for how it affected their feelings toward statistics. While all strategies had a positive effect on feelings, staff approachability, the lecturer's attitude toward the subject, and attempts at humor or fun, consistently scored highest. Our findings suggest that it is these elements of a statistics course that students think statistics educators should concentrate their limited time and energy on to increase their students' positive feelings toward statistics. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Teaching Statistics is the property of Wiley-Blackwell 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: 10.1111/test.12408
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        Text: English
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              Text: 2026 Supplement 1
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