Non-science Students Research Articles

Expressed preferences for public health education of students during COVID-19 vaccination intervention: a cross-sectional comparative study

BackgroundPublic health education is a powerful tool for improving communicable disease awareness and prevention protocols. Despite the fact that health education is crucial for the advancement of COVID-19 awareness and vaccination decisions, how a teacher approaches students to learn about health education during COVID-19 vaccination is a challenging issue. This study aimed to assess the preferences for public health education during COVID-19 vaccination intervention and compare the predictors of preferences between science and non-science university students in Bangladesh.MethodsA multi-item questionnaire was developed and an online link was conveniently sent to the encounters between 31st May, 2023 and 15th August, 2023. Binary logistic regression analysis was applied to rationalize the research objective.ResultsThe pooled preference for public health education was 71.3% (95% Confidence Interval [CI] 67.7–74.3) vs. 81.5% (95% CI 79.3–84.7) between science and non-science students. Out of twelve predictors “vaccine agreement”, “bio-safety behavior", and “disease awareness” were significantly associated (p < 0.01, p < 0.05) with the preference for public health education in both groups. Varied effects were also observed for some predictors: vaccine “safety” and “side effects” were significant (p < 0.05, p < 0.01) in science and non-science students, respectively. To address the conflict in decisions, non-science students significantly preferred “prevention alliance” whereas science students preferred “environmental health” issues (p < 0.05).ConclusionPublic health education was more preferred by non-science university students than by science students in making COVID-19 vaccine decisions . The focus of transformative public health education should be interdisciplinary, including information on communicable diseases, public health measures, and prevention alliances, as well as information about vaccines' side effects and safety.

Knowledge and Testing of Hepatitis B Virus Infection and Vaccination Awareness among University Students in Kumasi, Ghana: A Cross-Sectional Study.

Hepatitis B is a potentially life-threatening liver infection caused by the hepatitis B virus (HBV) and major global health problem, affecting millions of people globally. Whilst college or university students could serve as a positive vehicle that may aid in the propagation of education in the communities, there is currently paucity of data on knowledge of HBV and vaccination awareness among university students in Ghana. This study therefore assessed knowledge on hepatitis B virus infection, testing, and vaccination awareness among science and non-science students in Ghana. This cross-sectional study included 386 students from the Garden City University College, Kumasi, Ghana, from February to June 2022. A well-structured questionnaire was used to obtain data on knowledge, testing, HBV vaccination status, and sociodemographic characteristics of participants. All statistical analyses were done using SPSS Version 26.0 and GraphPad prism version 8.0. A Chi-square test statistic and logistics regression analyses were used to determine factors associated with study variables among study participants. p value of <0.05 and 95% confidence interval were considered statistically significant. About half (51.5%) of the participants had adequate knowledge on hepatitis B infection with 22.3% demonstrating poor knowledge on hepatitis B infection. A little more than average (51.6%) previously tested for hepatitis B (HBV) whilst 32.9% were highly aware of hepatitis B vaccination and 33.9% were not aware of hepatitis B vaccination. This study found that ethnicity of students (p=0.0020), family history of hepatitis B infection (p=0.0160), and academic cumulative weighted average (CWA) (p=0.0020) were significantly associated with knowledge about hepatitis B infection. Also, students reading science-related programs had more than twice the odds (aOR = 2.56, 95% CI (1.03-5.08), p=0.0210) of having tested for HBV infections before compared to students who read non-science programs. Furthermore, sex (p < 0.0001), family history of HBV vaccination (p=0.0260), CWA (p=0.0060), and the program of students (p=0.0020) were significantly associated with awareness of HBV vaccination. Knowledge of HBV infection among university students is satisfactory but awareness of HBV vaccination and testing is poor. There is a need to enhance educational interventions to improve the general knowledge of HBV infection, testing, and vaccination in Ghana especially among non-science students.

Converting acoustical demonstrations into in-class experiments

Teaching acoustical principles to non-science students invites extensive use of classroom demonstrations to help clarify concepts. Ideally, a separate laboratory course opens up many more opportunities for active learning for improved student understanding. However, observing and hearing a demonstration is distinct from performing the activity directly. Moreover, the addition of a laboratory course impacts departmental teaching load and may impact enrollment. In this paper I will discuss laboratory and demonstration activities that have been converted into group activities that are implemented as a classroom activity. The opportunity to add these elements to the course hinge on being able to build or purchase a large number of replicas of equipment needed for the planned activities. The two examples I will discuss in detail are the use of two stringed monochords and pvc trumpets. In addition, I will share a simple mechanical demonstration based on vibrating bars to visualize the location dependent resonances of the basilar membrane.

Development and Validation of a Supplemental Learning Resource in Chemistry in Conversational Filipino

Insufficiencies in effective learning materials, poor English comprehension, and abrupt shift to alternative learning modalities are a few of the many possible root causes of low proficiency levels of students in science. To address such a problem, a supplemental learning resource in selected topics in Chemistry written in conversational Filipino was developed and validated for Senior High School non-science students. Two research designs were employed, namely, the Research and Development (R&amp;D) design for the development and expert validation of the material, and a QuasiExperimental design for the end-user validation of the material. Since a modified validation tool was used, five science and education experts assessed the validation tool and rated it to be valid to a very great extent. Another set of five science and curriculum experts, using a reliability-tested modified validation tool, rated the learning material to be valid to a very great extent in terms of objectives, content, language use, instructional characteristics, acceptability, and usability. Non-randomly selected thirty-eight students from an intact class in a Senior High School in Tarlac City were split-halved into control and experimental groups and were administered the pre-test and post-test to establish the effectiveness of the learning material. Pre- and post-tests scores, along with their gain scores, were analyzed using a tTest. While results showed that there was still an increase in their performance regardless of the use of the supplemental material, it was also revealed that the administration of the supplemental material significantly increased students’ performance as compared to its non-supplementation. It is therefore recommended that the integration of local community language in learning materials should be considered as an effective way of contextualizing and deepening the understanding of students in science lessons.

Investigating The Effects of Inductive and Deductive Teaching Strategies on Students’ Learning in Basic General Mathematics: Implication for Sustainable Development

This study investigated the effects of inductive and deductive teaching strategies on students’ learning in Basic General Mathematics in order to promote sustainable development. The study employed a Quasi-experimental design with a focus on Year Two non-science students of Colleges of Education in Oyo State. Sample for the study comprised 235 students from three intact classes in three colleges of Education in Oyo State. The study employed the use of Basic Mathematics Achievement Test (BMAT) comprising of 25 objective questions selected from Basic General Mathematics past questions as research instrument. The instrument was validated and tested for reliability using Kuder Richardson-20 (KR-20) formular having a value of 0.89. Analysis of Covariance (ANCOVA) was used to analyze the data collected at 0.05 level of significance. The findings revealed that the effect of treatment on students’ academic achievement was significant (F(2;231) = 89.93, p&lt; 0.05). The results also revealed that both inductive and deductive teaching strategies introduced had more effects on the academic achievement of the students than the conventional teaching method. Likewise, those exposed to deductive teaching strategy performed better than their counterparts subjected to inductive teaching strategy. The findings recommended that inductive and deductive teaching strategies should be employed in teaching Basic General Mathematics at the Colleges of Education in Nigeria in order to foster improved understanding and application of mathematical concepts for sustainable development.

A Study of Interest in Astronomy Among University Students in Malaysia

The misconception related to astronomy is fretfully rising in society. This study aims to investigate, (i) level of misconception towards astronomy among university students, (ii) significant difference in students’ interest towards astronomy between male and female, (iii) significant difference between science and non-science students’ level of knowledge in astronomy, (iv) significant relationship between students’ faculties and misconception in astronomy, and (v) significant relationship between the educational background of the respondents' parents and their misconceptions towards astronomy. A qualitative approach was implemented using a set of questionnaires for data collection. The respondents were undergraduate students of with different courses and backgrounds from four different faculties: Faculty of Education, Faculty of Pharmacy, Faculty of Art and Design, and Faculty of Business Management. The data were analyzed using Statistical Package for the Social Science (SPSS). Findings showed that there is a significant difference in students’ interest towards astronomy between male and female students, there is a significant different between level of knowledge in astronomy and students’ major course, there is significant difference between students’ faculties and misconception in astronomy, and there is no significant relationship between the educational background of the respondents’ parents and their misconception in astronomy. This study benefits society by clarifying phenomena, distinguishing myth from reality. It aids Science teachers in addressing astronomy misconceptions and helps educators curb their spread.

Implementasi Pembelajaran Berbasis Sikap Ilmiah dan Keterampilan Proses Sains: Bagaimana Respon Mahasiswa Rumpun Non-Sains?

Learning based on scientific attitudes and scientific process skills is common among science students. However, this learning is almost never applied to non-science students, especially Primary School Teacher Education (PGSD) students at Mataram University. The aim of this research is to describe student responses to the implementation of learning based on these two aspects of science. This descriptive research using the survey method was carried out on PGSD students who were taking Basic Natural Sciences (IKD) courses in the odd semester of the 2021-2022 Academic Year. The sample consisted of 167 students who were determined using the purposive sampling method. Response data on learning implementation was measured using a questionnaire instrument which was distributed to respondents via a link in the Google Form application. Based on the survey results, we found that 53.3% of students stated that they had studied science through the research process, and the results were written in the form of scientific papers. As for the impression, the response from all students was positive. The details were 17.4% felt very happy, 53.3% were happy, and the remaining 29.3% answered quite happy. This is encouraged because they benefit from learning based on process skills and scientific attitudes. However, there are still 15.6% of students who experience difficulties in the process. The cause is the obstacles experienced by most of them (87.4%), and there are also students (6%) who feel that the time given is not enough. Some of the difficulties experienced by students include finding research problems (25.1%), formulating titles (26.9%), designing research activities (18%), and collecting data (29.9%). When writing scientific papers, the greatest difficulty lies in writing results and discussion (63.5%), followed by writing research methods (19.8), and the rest is in writing the abstract, introduction, conclusion and bibliography. The sample paper media used can help students in writing papers, but as many as 95.2% of students need additional facilities to practice their writing skills.

Using Multilevel Modelling to Evaluate Science Literacy and Technology Course of the Indonesian Non-Science Students

In this paper, a science literacy and technology course has been designed and implemented to strengthen the national initiative empowering scientifically literate Indonesian society. This paper is intended to evaluate to what degree non-science undergraduate students can perform this course. The diverse background of non-science students who participated in this study led to the challenge to evaluate their performance more comprehensively contemplating the nested structure of students’ department and faculty setting. In light of the hierarchical nature of the student data, multilevel modelling was used to conduct the analysis. The first level of analysis involved students’ performance and affective attributes measured using demonstrated science literacy assessment (SLA-D) and motivational beliefs (SLA-MB) respectively. Then, the subsequent level of analysis comprised demographic factors gathered from the institutional record. Findings demonstrated that the impact of demographic factors on the students’ performance of science literacy was not substantial. Different settings of students’ department and faculty level drove the association between affective factors and the learning process toward science literacy courses substantially. The multilevel approach controlled the equitable student assessment within the nature of students’ data structure. This paper suggests an implication of advancement regarding educational data analysis and examines the effectiveness of science literacy courses for higher institutions specifically for non-science majors.

Nutrition Knowledge, Attitude, Practice towards Breast Cancer Prevention among the Female Students of University of Hail, Saudi Arabia.

Abstract:&#x0D; Background: There are limited studies conducted in Saudi Arabia to assess the Nutrition knowledge, attitude, and practice toward the prevention of breast cancer among the female students of Hail University.&#x0D; Objectives: The purpose of the study was to assess the Nutrition knowledge, attitude, and practice toward breast cancer prevention among university students. The study aims at the following objectives:&#x0D; &#x0D; To assess the Nutrition knowledge, attitude, and practice towards breast cancer of university students.&#x0D; To compare the Nutrition knowledge, attitude, and practice (KAP) towards breast cancer between science and non-science students of the university.&#x0D; &#x0D; Method: A cross-sectional survey was planned to assess nutrition knowledge, attitudes, and practice (KAP) toward breast cancer prevention among students of the University of Hail. The subjects were surveyed through a previously standardized self-administered questionnaire for questions related to nutrition knowledge, attitudes, and practice on the prevention of breast cancer. In addition, self-reported weight and height were collected and body mass index was calculated. The statistical analysis was done using Statistical Package for Social Sciences software (version 18.0).&#x0D; Results: The general knowledge of nutrition, was self-perceived by the study population. 14.8% of the population perceived that they have a very good knowledge of nutrition, and about 66.7% of the population has an average or good knowledge. From the viewpoint of attitude among the study samples, it was clear that science students have a better attitude when compare to non-science students. The results were statistically significant (P&lt;0/05) for the practice of exercise, consuming fruits and vegetables, and drinking green tea showing a higher number among science students than non-science students.&#x0D; Conclusion: In conclusion, nutrition KAP towards BC prevention was found to be influenced by factors such as age, the field of study, and the familial history of BC. These results provide further support for the hypothesis that having proper nutritional knowledge improves an individual’s eating practice which will reduce the risk of any nutrition-related cancers such as BC. These findings need to be taken into account when designing breast health education programs. It is suggested to perform successfully design, organize, and implement nutrition education programs in the institutions which will promote the level of knowledge about nutrition, thereby improving their food habits and lifestyle.&#x0D; Keywords: Nutrition; Knowledge; Attitude; Practice; Lifestyle.

The spatial requirements of the left-hand rule: a novel instrument for assessing the coordination of egocentric and allocentric frames of reference

ABSTRACT This paper explores the spatial dimension of Fleming’s Left Hand Rule (LHR), commonly-used in Physics instruction for determining the direction of force using the left hand’s thumb, forefinger and middle finger. A new instrument was developed to gauge students’ ability to coordinate their fingers in 3D space (egocentric frame of reference) based on representations of tasks on paper/screen (allocentric frame of reference). The LHR scores from a sample of 530 Grade 10 and 11 students revealed a significant correlation to standard spatial reasoning measures, with a reliability of 0.77. About 90% of the students scored less than 10 points out of 22, highlighting the relevance of the spatial skills required for articulating the LHR. Science students performed significantly better than non-Science students. The manipulation of the LHR was strongly influenced by the degree of angular disparity between the body frame and task-defined frame and the kinaesthetic constraints required to rotate the triad of fingers as a perpendicular frame.

Predictors of Student Engagement in Science Learning: The Role of Science Laboratory Learning Environment and Science Learning Motivation

Student engagement is one of the indicators of a successful teaching and learning process. Many studies claim that student engagement is associated with the performance and achievement of students. In this study, the researchers aimed to determine the effects of science laboratory environments and science learning motivation towards student engagement in learning science among non-science students. 468 upper secondary non-science students in Sarawak were involved in this survey with the administration of three sets of questionnaires on science laboratory environment, science learning motivation and student engagement in science learning. Multiple regression was used to analyse the research questions. Both science laboratory learning environment (r = 0.523) and science learning motivation (r = 0.670) are found positively correlated to student engagement. The results also revealed that the science laboratory learning environment and science learning motivation are significant predictors of student engagement in learning science with R2 = 0.463. Specifically, student cohesiveness, open-endedness, integration and material environment in the science laboratory learning environment and all the dimensions of motivation predict student engagement in science learning. The findings suggest that educators, especially science teachers, should utilise the laboratory effectively and keep students motivated to ensure their active engagement in science learning.

Perceptions and attitudes of tertiary level students towards wood and non-wood furniture and energy fuels in Bangladesh

We aimed to investigate the perceptions and attitudes of tertiary level students in Bangladesh regarding wood and non-wood (fossil-based) furniture and energy fuels through a pre-tested semi-structured face-to-face interview. About 59% and 90% of students opined that wood or bamboo-based fuels and furniture can be used as a substitute for fossil fuels and non-wood furniture, respectively, while 96, 54 and 71% of students commented on storing carbon, lowering CO2 emissions, and reducing deforestation, respectively, by the use of wood and residues. This mitigation benefit of wood also depends on recycling and reusing of wooden furniture, and scientific use of wood residues (e.g., biomass gasification) and almost all students agreed with the post-use of furniture as fuels. About 78% of students showed a positive attitude to use and 72% to buy more wooden furniture compared to non-wood furniture and 78% to reuse or recycle post-use furniture. These positive attitudes toward using and buying wooden furniture and recycling wood in science students were significantly higher than those in non-science students. Our findings also show that students’ perceptions of wooden furniture and bioenergy were reflected in their positive attitudes to promote the use of these. However, peoples’ unawareness about environmental benefits of wood and bioenergy use and related policies, and post-use of wood products or recycling have been seen as the main challenges. Young generations’ positive attitudes could help society to overcome the challenges. The study concluded to incorporate environmental education along with formal education so that non-science and female students could easily perceive new ideas and conceptions at their youth stage to show positive behavior towards using wood-based products and bioenergy. The findings of this study could be applied to other regions of a similar environment in building up essential awareness and attitudes of tertiary level students towards environmental benefits and climate change mitigation.

Validation of mental agility test and personal qualities assessment tools for selecting medical students in Nepal

Introduction: Patan Academy of Health Sciences (PAHS) decided to test mental agility and personal qualities to select undergraduate medical students, which was different than the conventional approach used in other health science universities in Nepal. PAHS emphasized testing cognitive and non-cognitive abilities than physic, chemistry and biology contents and this study shows how it was done for selecting medical students in Nepal.&#x0D; Method: Personal Qualities Assessment (PQA) test batteries used to select medical students in twelve different countries were pilot tested with 10+2 non-science, 10+2 science and 10+3 health science students. PQA tools were forward translated in Nepali and back translated in English by bilingual experts independently. Face and content validity of these tools in Nepali language were established through discussions and consensus with the PAHS Admission team and PQA team in Australia.&#x0D; Result: PQA tools assessing non-cognitive qualities in Nepali language were found to be internally consistent in the first pre-test with science and non-science students. PQA tool assessing mental agility in English language showed acceptable internal consistency in the second pre-test with science and health science students.&#x0D; Conclusion: Mental agility test in English language is found to be suitable cognitive test for selecting medical students. Non-cognitive tests in Nepali language are found to be reliable and valid to identify applicants with unusual personal traits thereby leading to deselection. These tests can be considered for selecting undergraduate medical students at institute/university level or national level common entrance test in Nepal and beyond.

ONLINE CONTEXTUALIZED PERFORMANCE TASK-BASED ASSESSMENT USING GRASPS MODEL IN SCIENCE, TECHNOLOGY, AND SOCIETY

The primary purpose of the study was to provide a strategy and authentic assessment for the teachers, especially in GEC 107 during the Pandemic, and to determine the level of the acceptability of the Goal, Role, Audience, Situation, Performance/Product, and Standards (GRASPS) Model as an online contextualized performance task-based assessment in terms of content, relevance, and mechanics, and how effective the online contextualized performance task-based assessment is using the GRASPS Model in Science, Technology, and Society for non-Science students. The researcher used the mixed-method convergent parallel research design, and data integration approaches employed to test the hypothesis and ensure accuracy truly. The respondents were forty (40) students and forty (40) experts from Laguna State Polytechnic University-Sta. Cruz campus who were purposively selected for the quantitative aspect of the study, and five (5) students selected through rubrics as the criteria to consider. In implementing the GRASPS model as contextual task-based online performance, the researcher measured the performance of non-science-related students based on the GRASPS Model?s Online Contextualized Performance Tasks of each activity's presentation by each five (5) groups from BSA 1A and 1B. From the findings gathered, the computed p-value of 0.443 is more significant than the significance alpha of 0.05. From the given result, it can be implied that there is no significant difference in the rating of the two respondent groups. Therefore, the null hypothesis is accepted. Overall, the respondents believed that the GRASPS model is a practical knowledge acquisition and learning strategy for non-science-related students. The mechanism of the GRASPS model follows a systematic methodology, prolongs knowledge, and applies the ideas obtained to real-life problems, making it easier to understand the immediate challenges of promoting scientific literacy. This makes it easier to understand the importance and impact of science and technology on society. The respondents got involved and began to love science. It integrates knowledge and skills to solve real-life problems, allows students to experience challenges in real-life situations, and deepens their understanding of important academic content.

A Practical Approach to Physics for Non-Scientists

Many high schools, two-year colleges, and universities offer a conceptual physics course for non-science students who have to take a basic science course. The students often enter the course unmotivated and may eventually withdraw. So, how do we make the course interesting enough for these students to gain the knowledge we desire and, more importantly, develop an appreciation for the role of science in society? A possible answer may lie in the approach to the material. Students who can relate to the topics in the course tend to be more motivated and acquire a greater understanding of the material. This is part of the approach to active learning programs such as SENCER and SCALE- UP. Courses in Introductory Physics for the Life Sciences (IPLS) using focused topics have also been offered. This paper suggests ways to structure a course around “real-life” topics in teaching a full set of mechanics concepts. The “practical approach” consists of building the course material around topics with which the students are familiar. Courses designed around practical applications can provide an effective strategy for engagement and learning. These elements are appropriate for both high school and college non-major courses.

Using “Limits to Growth” Modeling Software in an Environmental Physical Science Lab

Although teaching of environmental physics and energy-related topics has increased in the last several years, only a small portion of that has been for non-science majors. Environmental physical science can be used to teach physics to non-science majors by applying learned physics concepts to current issues of interest such as climate change, population growth, sustainability, and renewable energy. The combination of the subject of the environment and a more student-centered learning environment improves the learning experience of the student. It increases the understanding non-science students have for physics. Teaching a physical science class with emphasis on the environment requires labs that engage the students. This lab, in particular, is intended as a final lab in the semester, which shows the students that all the environmental topics are intertwined and influence each other. It ties population growth, climate change, and resource use to show the effects they have on the economy, pollution, ecological footprint, and the welfare of humanity as a whole.

Comparison of Learning Preference and Learning Challenges Between Science and Non-Science University Students

Due to the need for rethinking the education system designed centuries ago, it is essential to understand the current challenges of the university learning environment. We aimed to compare the learning preferences and learning challenges between science and non-science university students. 109 individuals participated in the online survey. The dependent, collaborative and independent learning preferences were inspected. The internal and external factors of learning challenges were examined jointly with social support systems, motivation, and coping styles. Both groups displayed comparable learning preferences (p&gt;0.05) except for social media. Eight out of 17 learning challenges were significantly different between science and non-science students (p&lt;0.05). Both groups reported analogous support systems (p&gt;0.05) except for housemates. Similar intrinsic and extrinsic motivations were unveiled (p&gt;0.01). Dissimilar mature and neurotic coping styles were revealed (p&lt;0.05). In conclusion, learning preferences between science and non-science students are relatively similar, but the learning challenges vary.

Assessment of Knowledge, Perception, and Attitude Towards Causes Related to Climate Change Among the Undergraduates of the Non-Science Students of Universiti Teknologi MARA, Perlis Branch

The purpose of this study is to assess the respondents’ knowledge and attitudes towards causes related to climate change and their behaviour towards climate change. An online questionnaire has been distributed to non-science students at the Universiti Teknologi MARA, Perlis Branch, Arau Campus, Perlis. A total of 42 respondents have responded to the survey. The study assesses the participant’s knowledge of climate change, attitude, and individual behaviour to cope with climate change. Most respondents offered positive responses to the questions about climate change knowledge and attitudes, as well as their perceptions of climate change. The study also acknowledges the awareness of climate change which has been raised among non-science students. Additionally, this is to support the appropriate climate change initiatives in conjunction with the proposed policies that promote sustainable development.

Teaching Chemistry for Cultural Heritage in the Philippines: A Graduate Course for Non-Science Students

The Philippine government advocates cultural-based education to strengthen national pride by having culture as the core and foundation of development. Chemistry can significantly contribute by educating the populace on the need to have science-oriented thinking in safeguarding the country’s tangible heritage materials. This paper describes a graduate lecture course introducing chemistry principles in studying cultural heritage materials intended for students or professionals with limited science education. Students learned to appreciate and understand the work of a chemist in providing fundamental knowledge on local materials through scientific research and inquiry. Guidelines successfully implemented in the graduate course, such as the suggested topics, learning objectives, teaching techniques, and assessment tools, are reported. Part of the goal of this paper is to revitalize discussions among chemistry educators in the Philippines on this topic and to inspire the conceptualization of similar courses in different learning institutions.

COMPARATIVE STUDY OF THE ATTITUDES OF SCIENCE AND NON-SCIENCE STUDENTS TOWARDS STATISTICS: THE ROLE OF STATISTIC ANXIETY

Statistics is an essential part of the curriculum in Nigerias education landscape taught in the science and non-science classrooms. However, there has been a growing concern about the students attitudes towards statistics across every level. The present study aimed to determine whether there would be a difference between science and non-science students attitudes towards statistics and whether statistics anxiety contributes to the variations in students attitudes towards statistics in the tertiary education level in Nigeria. A convenience sample of two hundred and twenty-two first-year students pooled from three public tertiary institutions in the Kogi State of Nigeria participated in the study. A cross-sectional survey design was adopted. The participants completed a self-report measure of Survey of Attitude toward Statistics (SATS-36),initially developed by Schau (2003), and a modified version of the Statistics Anxiety Rating Scale (SARS) developed initially by Baloǧlu (2002). An independent t-test performed on the data established a statistically significant difference in the attitudes of the science and non-science students towards statistics at MD = 1.78, t (200) = 13.632, P&lt; = .05. The result of a regression analysis performed on the data revealed that statistics anxiety positively predicted attitudes towards anxiety. It was concluded that the variation between the attitude of science students and non-science students towards the teaching and learning of statistics is moderated by statistics anxiety. The study recommends that robust attitude change strategies be adopted to reshape the attitudes of the non-science students towards statistics.