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Assessing Statistical Anxiety Among Online and Traditional Students.

Marta Frey-Clark1, Prathiba Natesan1, Monique O'Bryant2

  • 1Educational Psychology, University of North Texas, Denton, TX, United States.

Frontiers in Psychology
|July 24, 2019
PubMed
Summary

Online and traditional statistics courses show similar student anxiety levels. Traditional courses may offer slightly less anxiety when seeking help. Online learning is a viable option for undergraduate social science statistics education.

Keywords:
measurement invarianceonline educationstatistical anxietystatistics educationvalidity

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Area of Science:

  • Educational Psychology
  • Statistics Education

Background:

  • Assessing student anxiety in statistics is crucial for effective learning.
  • Understanding the impact of course modality (online vs. traditional) on student anxiety is important.

Purpose of the Study:

  • To investigate if the Statistical Anxiety Scale (SAS) yields equivalent results for students in online and traditional statistics courses.
  • To compare the levels of statistical anxiety experienced by students in different course formats.

Main Methods:

  • Measurement invariance testing was employed to evaluate the SAS across different course modalities.
  • Statistical anxiety levels were compared between students enrolled in online and traditional statistics courses.

Main Results:

  • The two-factor model of the Statistical Anxiety Scale demonstrated invariance across all tested levels, confirming its consistent application.
  • Students in both online and traditional statistics courses reported comparable levels of statistical anxiety.
  • A marginal difference was observed, with traditional course students reporting slightly lower anxiety specifically related to seeking help.

Conclusions:

  • The Statistical Anxiety Scale functions consistently across online and traditional statistics course formats.
  • Online statistics instruction appears to be an effective educational delivery method for undergraduate social science students.
  • The findings support the integration of online learning environments for statistics education without significant detriment to student anxiety levels.