Abstract
A considerable body of literature suggests that significant psychological barrier and anxiety characterize the teaching and learning process in statistics. This study investigates the incidence of statistics anxiety, the extent to which it can be overcome and the factors that contribute to the process of overcoming it. Self-study and overall teaching quality, amongst others, significantly contributed to this outcome. This study identifies factors contributing to overall teaching quality. The teaching and learning process typified a highly effective communication mechanism based on an appropriate diagnosis of individual needs. This cumulative change resulted from circular causation. It is argued that given appropriate conditions the vicious circle of anxiety can be transformed into a virtuous circle of learning.
Highlights
According to[4] 'statistics anxiety refers to the apprehension that occurs as a result of encountering
The available literature provides ample evidence of the prevalence of ‘statistics anxiety’ among students [1, 2, 3, 4, 5, 6, 7]. [3]States that the proportion of graduate students experiencing ‘uncomfortable levels of statistics anxiety could range between two thirds and four fifths
At its worst statistics anxiety could be so high that students often delay enrolling in statistics type courses for as long as possible sometimes leaving until the last semester of their degree program’[1, 2]
Summary
According to[4] 'statistics anxiety refers to the apprehension that occurs as a result of encountering. In the context of teaching statistics in sociology programs,[8] argue that ‘statistics is perhaps the most anxiety-provoking course in any sociology department’s curriculum. This anxiety often leads to a less than optimum learning environment’[9]. The existing literature identifies situation-specific nature of statistics anxiety[1, 7] ranging in intensity from mild to severe. Statistics anxiety may be a critical factor in influencing and attaining a student's academic and vocational goals'[4]. It can be argued that statistics anxiety is not necessarily a demotivating factor resulting in lower achievements. The relationship could be inverted Ushaped with too little and too much anxiety resulting in poor performance
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