Riach, A.C. orcid.org/0000-0001-7703-5605, Shaker, A.J., Marshall, E. et al. (2 more authors) (2025) A comparison of strategies used by lecturers to improve students’ perceived feelings towards statistics – a study that’s Stat-tastic! Teaching Statistics. ISSN 0141-982X
Abstract
One way of addressing anxiety in students studying statistics as a non-specialist is dedicated statistics anxiety workshops, but some students are too anxious to attend such sessions. In this multi-university study, lecturers presented content from such a workshop in one slide per session throughout their statistics teaching. This “Stat-tastic thoughts” approach was compared with other strategies, typically used in statistics teaching to address statistics anxiety, by students scoring each strategy for how it affected their feelings toward statistics. While all strategies had a positive effect on feelings, staff approachability, the lecturer's attitude toward the subject, and attempts at humor or fun, consistently scored highest. Our findings suggest that it is these elements of a statistics course that students think statistics educators should concentrate their limited time and energy on to increase their students' positive feelings toward statistics.
Metadata
Item Type: | Article |
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Authors/Creators: |
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Copyright, Publisher and Additional Information: | © 2025 The Author(s). Teaching Statistics published by John Wiley & Sons Ltd on behalf of Teaching Statistics Trust. This is an open access article under the terms of the Creative Commons Attribution License, which permits use, distribution and reproduction in any medium, provided the original work is properly cited. |
Keywords: | anxiety, lecturer qualities, teaching statistics |
Dates: |
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Institution: | The University of Leeds |
Academic Units: | The University of Leeds > Faculty of Biological Sciences (Leeds) > School of Biology (Leeds) |
Depositing User: | Symplectic Publications |
Date Deposited: | 15 Apr 2025 14:47 |
Last Modified: | 02 Jun 2025 13:46 |
Published Version: | https://onlinelibrary.wiley.com/doi/10.1111/test.1... |
Status: | Published online |
Publisher: | Wiley |
Identification Number: | 10.1111/test.12408 |
Related URLs: | |
Open Archives Initiative ID (OAI ID): | oai:eprints.whiterose.ac.uk:225416 |