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Abstract Details

Activity Number: 476
Type: Contributed
Date/Time: Wednesday, August 2, 2017 : 8:30 AM to 10:20 AM
Sponsor: Section on Statistical Education
Abstract #322583 View Presentation
Title: The Influence of Undergraduate Statistics and Statistics Anxiety on Graduate Statistics Success
Author(s): Michael DeDonno*
Companies: Florida Atlantic University
Keywords: Graduate statistics ; education ; statistics anxiety
Abstract:

The present study explored the impact of undergraduate statistics class on graduate statistics course success. Fifty-three students enrolled in graduate statistics courses completed the Statistics Anxiety Rating Scale (STARS), self-reported past statistics course experience, and a statistics test at the beginning and end of the course. A repeated measures ANOVA indicated the within-subjects factor of time was significant F(1,51)= 359.76, p< .001, n2=0.876. A time by previous course interaction was significant F(1,51)=11.59, p< .001, n2=0.185. The main effect for the between-subjects factor of previous course was significant F(1,51)=85.99, p< .001, n2=0.628. Students who completed an undergraduate statistics class outperformed students who did not complete an undergraduate statistics class. To determine unique contributions of statistics anxiety, a stepwise multiple regression was conducted. Criterion variable was test performance, while the predictor variables were the six subscales of the STARS. Results revealed that computational self-concept was the only variable that explained a significant proportion of the variance in test performance, R=.622, R2 =.387, F(1,45)=27.81, p< .001.


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