Abstract
The current research examines the impact of Statistics Anxiety on academic ethical behavior as manifesting in undergraduate social science students attending introductory statistics courses in different learning environments: Covid-19-Emergency Remote Teaching (ERT), Planned Online Environment (POE), and Face-to-Face (F2F) courses. Data were collected from students in academic institutions studying for a bachelor’s degree in the social sciences. Structural Equation Modeling (SEM) was used to examine the relationship between students’ previous academic achievements and Academic Dishonesty mediated by Statistics Anxiety. The results of multi-group analysis show that path coefficients differ between the three learning environments (POE, F2F, and ERT). Specifically, the results support a model in which previous math and academic achievements are significantly related to Academic Dishonesty mediated by Statistics Anxiety in a POE context only. Accordingly, POE statistics learning is less effective than F2F instruction and practice. Our research shows that instructors’ presence in the learning process reduces students’ anxiety levels and unethical behavior. Thus, we recommend that in POE, the instructor’s presence includes supportive, emphatic, and interpersonal interaction to reduce virtual distance. We conclude that introductory courses in statistics need to empower students experiencing Statistics Anxiety for a better sustainable statistical literacy population.
Highlights
Published: 2 February 2021Sustainability has become an imperative in today’s rapidly changing world, and a key topic in higher education debates and programs worldwide
The results of the analysis indicate that the variance in Academic Misconduct is explained by Students’ Achievements with a mediation of Statistics Anxiety
The results of the analysis indicate that the variance in Academic Misconduct is explained by Students’ Achievements with no significant effect of Statistics Anxiety as a mediator
Summary
Published: 2 February 2021Sustainability has become an imperative in today’s rapidly changing world, and a key topic in higher education debates and programs worldwide. Sustainability is a broad notion comprising environmental, social, and ethical aspects In this context, higher education institutions play a twofold role: (1) they grant technical knowledge and professional skills (e.g., statistical literacy) to the new generations and focus on their students’ best possible academic outcomes (i.e., excellent grades). Higher education institutions play a twofold role: (1) they grant technical knowledge and professional skills (e.g., statistical literacy) to the new generations and focus on their students’ best possible academic outcomes (i.e., excellent grades). Stated, higher education institutions are required to foster transparency, responsibility, and ethical decision-making criteria. Their goal is to create responsible, honest, and ethically acting citizens, for which the promotion of academic integrity is key. The foregoing demands active confrontation policies of unethical or dishonest conduct [2]
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