1 OF 56
AU Sciutto-Mark-J.
TI Student-centered methods for decreasing anxiety and increasing interest level in undergraduate statistics courses.
SO Journal of Instructional Psychology. 1995 Sep Vol 22(3) 277-280.
MJ TEACHING-METHODS. STATISTICS. HIGHER-EDUCATION. MATHEMATICS-EDUCATION. ANXIETY.
MN ADULTHOOD. INTERESTS.
ID student centered methods, anxiety & interest in statistics course, college students. AB Evaluated student-centered methods, including first session ice-breakers, personalized class examples, and student generated data sets, for decreasing anxiety and increasing interest level in introductory statistics courses with 17 undergraduates. Results indicated a significant decrease in anxiety from pre-semester to post-semester, with a majority of Ss reporting that their interest level was increased by taking the course. Results indicate that the benefit of student-centered methods outweighs the cost of extra preparation time by the instructor. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
2 OF 56
AU Bessant-Kenneth-C.
TI Factors associated with types of mathematics anxiety in college students.
SO Journal for Research in Mathematics Education. 1995 Jul Vol 26(4) 327-345.
MJ MATHEMATICS-ANXIETY.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID factors in mathematics anxiety, college students.
AB Administered the Mathematics Anxiety Rating Scale (MARS) to 173 university students enrolled in 1 of 3 introductory statistics courses offered by the departments of mathematics, psychology, or sociology. Mathematics attitude scales were given in conjunction with the Study Process Questionnaire. Factor analysis of the MARS identified 6 factors labeled as General Evaluation Anxiety, Everyday Numerical Anxiety, Passive Observation Anxiety, Performance Anxiety, Mathematics Test Anxiety, and Problem-Solving Anxiety. Correlational analysis indicated complex interaction patterns between attitudes toward mathematics and the 6 MARS factors, depending on overall level of anxiety experienced. Variation in orientation to learning also proved significantly related to specific types of anxiety, attitudes, and instructional factors. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
3 OF 56
AU Schau-Candace. Stevens-Joseph. Dauphinee-Thomas-L. Del-Vecchio-Ann. et al.
TI The development and validation of the Survey of Attitudes Toward Statistics.
SO Educational & Psychological Measurement. 1995 Oct Vol 55(5) 868-875.
MJ TEST-CONSTRUCTION. STUDENT-ATTITUDES. STATISTICS.
MN TEST-VALIDITY. COLLEGE-STUDENTS. GRADUATE-STUDENTS. ADULTHOOD.
ID development & validation of Survey of Attitudes Toward Statistics, instructors & statistics students.
AB Developed the Survey of Attitudes Toward Statistics (SATS) for use in both research and instruction. A panel of 6 instructors and introductory statistics students identified by consensus 4 facets of attitudes toward statistics: (1) Affect (positive and negative feelings concerning statistics); (2) Cognitive Competence (attitudes about intellectual knowledge and skills when applied to statistics); (3) Value (attitudes about the usefulness, relevance, and worth of statistics); and (4) Difficulty (attitudes about the difficulty of statistics as a subject). This structure was validated for 1,203 undergraduates using confirmatory factor analysis. Additional validity evidence was obtained through the correlation of the SATS with S. L. Wise's (1985) Attitudes Toward Statistics scale, which showed significant, positive relationships between the 2 instruments. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
4 OF 56
AU Snyder-Rita.
TI Applications of a computer algebra system in introductory statistics. 24th Annual Meeting of the Society for Computers in Psychology (1994, St Louis, Missouri).
SO Behavior Research Methods, Instruments & Computers. 1995 May Vol 27(2) 139-143.
MJ COMPUTER-APPLICATIONS. STATISTICS. CURRICULUM.
MN PROFESSIONAL-MEETINGS-AND-SYMPOSIA.
ID application of computer algebra system in introductory statistics course, conference presentation.
AB Maple, a computer algebra system, is employed in introductory statistics courses to promote conceptual learning by students of statistical principles without direct use of mathematics. Maple's symbolic computation, graphic display, and animation capabilities support an integrated set of procedures for active study of sampling distributions and concepts related to samples, populations, statistical decision making, error, and power. Students select parameter values for 1-line commands and examine the effects of alternatives on computer-generated graphical representations of distributions. The 20 procedures written to support active student exploration of basic statistical concepts are described, and examples of exercises to support their use are provided. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved).
5 OF 56
AU Pittenger-David-J.
TI Teaching students about graphs.
SO Teaching of Psychology. 1995 Apr Vol 22(2) 125-128.
MJ GRAPHICAL-DISPLAYS. PSYCHOLOGY-EDUCATION. LITERATURE-REVIEW.
ID graphical techniques & teaching of statistical graphing, literature review.
AB Reviews research on graphical techniques and contemporary references on graphing in relation to their use in psychological research. Although psychologists use graphs extensively, most introductory statistics and research methods textbooks provide a limited review of good techniques for designing graphs. A listing of instructor-helpful texts dealing with statistical graphing techniques and research articles on graphing is offered. Each text and article is briefly reviewed. The goals of creating a graph (accuracy, brevity, and clarity) are shared with the goals of writing. (PsycINFO Database Copyright 1996 American Psychological Assn, all rights reserved). ************************************************************************
6 OF 56
AU Courtney-Daria-Paul. Courtney-Michael. Nicholson-Charles.
TI The effect of cooperative learning as an instructional practice at the college level.
SO College Student Journal. 1994 Dec Vol 28(4) 471-477.
MJ COOPERATIVE-LEARNING. LECTURE-METHOD. ACADEMIC-ACHIEVEMENT. STUDENT-ATTITUDES. GRADUATE-STUDENTS.
MN STATISTICS. ADULTHOOD.
ID cooperative learning vs traditional lecture methodology, attitudes toward & achievement in statistics course, graduate students.
AB Described the rationale and research base supporting the use of cooperative learning (CL) methodologies and conducted an evaluation of the effectiveness of this methodology for graduate level educational statistics courses. 30 graduate students enrolled in a traditional lecture introductory statistics course and 32 graduate students enrolled in the same course taught by a different instructor using the CL methodology completed identical multiple choice exams at equal intervals during the semester; Ss in the CL class also completed a survey about their course. No significant differences in achievement occurred between the 2 teaching methodologies. 96% of Ss in the CL format class felt positively about the CL methodology. CL also improved Ss' motivation, self-efficacy, and social cohesion and reduced Ss' anxiety associated with the subject matter. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
7 OF 56
AU Bauman-Winnifred. Melnyk-W-T.
TI A controlled comparison of eye movements and finger tapping in the treatment of test anxiety.
SO Journal of Behavior Therapy & Experimental Psychiatry. 1994 Mar Vol 25(1) 29-33.
MJ TREATMENT. TEST-ANXIETY.
MN ADULTHOOD.
ID eye movement desensitization, test anxiety, college students.
AB Evaluated the effect of eye movement desensitization (EMD) for the reduction of test anxiety in 15 pairs of introductory statistics students, matched on initial test anxiety. Test anxiety was measured before and after the experiment using the Test Anxiety Inventory (TAI) 1 wk prior to and after the exam. Ss were randomly assigned to EMD or control (finger tapping) conditions to test EMD effect on test anxiety and determine if eye movement was the critical factor. There was a significant decrease in Test Anxiety Inventory Emotionality Scale scores from pretest to follow-up for both groups, but mixed results on the Worry Scale and total anxiety scores. Both groups had significant decreases in subjective units of disturbance during treatment, suggesting that another source of attenuation of elicited anxiety may be as effective as eye movement in reducing anxiety. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
8 OF 56
AU Rosen-Ellen-F. Feeney-Brooke. Petty-Linda-C.
TI An introductory statistics class and examination using SPSS/PC.
SO Behavior Research Methods, Instruments & Computers. 1994 May Vol 26(2) 242-244.
MJ STUDENT-ATTITUDES. COMPUTER-ASSISTED-TESTING. COMPUTER-SOFTWARE. EDUCATIONAL-MEASUREMENT. STATISTICS.
MN COLLEGE-STUDENTS. PSYCHOLOGY-EDUCATION. ADULTHOOD. TEST-SCORES.
ID perceptions of & scores on traditional vs SPSS/PC based examination in introductory psychology statistics course, college students.
AB 25 undergraduates enrolled in an introductory psychology statistics course took 2 examinations: a traditional exam and an exam using the SPSS/PC program. Ss then completed questionnaires assessing their perceptions of SPSS/PC. Scores on the 2 exams did not differ significantly. Ss were ambivalent about the helpfulness of the program, about which test showed more of their knowledge, and about whether the program supplied any additional information. Ss requested that more class time be devoted to learning SPSS/PC's concepts, theories, and derivations. (PsycINFO Database Copyright 1995 American Psychological Assn, all rights reserved). ************************************************************************
9 OF 56
AU Lan-William-Y. Bradley-Loretta. Parr-Gerald.
TI The effects of a self-monitoring process on college students' learning in an introductory statistics course.
SO Journal of Experimental Education. 1993 Fal Vol 62(1) 26-40.
MJ SELF-MONITORING. LEARNING. STUDENT-ATTITUDES.
MN STATISTICS. ADULTHOOD.
ID instructor vs self monitoring, learning & attitudes toward learning statistics, college students.
AB Investigated the effects of self-monitoring on learning and attitudes toward learning of 69 graduate students enrolled in a statistics class. Ss in a self-monitoring condition recorded frequency and intensity of their learning activities and rated self-efficacy of solving statistical problems. Ss in an instructor-monitoring condition evaluated the instruction provided in the class. Controls took the course without any research activity. As predicted, the self-monitoring group performed better than did the instructor-monitoring and control groups on class examinations. Self-monitoring Ss also tended to perceive stronger control over their learning and higher intrinsic motivation in the course than instructor-monitored Ss and controls. No attitude difference was found. (PsycINFO Database Copyright 1994 American Psychological Assn, all rights reserved). ************************************************************************
10 OF 56
AU Stedman-Mark-E.
TI Statistical pedagogy: Employing student-generated data sets in introductory statistics.
SO Psychological Reports. 1993 Jun Vol 72(3, Pt 1) 1036-1038.
MJ TEACHING-METHODS. STATISTICAL-DATA. STATISTICS.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID student generated data sets, introductory statistics students.
AB Describes a procedure for involving introductory statistics students in data production. The procedure was designed to provide a data set with which students would be intimately familiar and thus able to manipulate. Students report improved understanding of the data over artificial data sets. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
11 OF 56
AU Miller-Raymond-B. Behrens-John-T. Greene-Barbara-A.
TI Goals and perceived ability: Impact on student valuing, self-regulation, and persistence.
SO Contemporary Educational Psychology. 1993 Jan Vol 18(1) 2-14. 18640 01150.
MJ EDUCATIONAL-OBJECTIVES. MATHEMATICAL-ABILITY. PERSISTENCE. SELF-MONITORING. ACADEMIC-ACHIEVEMENT-MOTIVATION.
MN SCHOOL-LEARNING. SELF-PERCEPTION. INTRINSIC-MOTIVATION. EXTRINSIC-MOTIVATION. COLLEGE-STUDENTS. STATISTICS. EXPERIMENTAL-REPLICATION. ADULTHOOD.
ID learning vs performance goal orientation & perceived ability, intrinsic & extrinsic valuing & persistence & self regulatory activities, college statistics students, replication.
AB Attempted to replicate the findings of previous naturalistic studies (e.g., C. Ames and J. Archer; see PA, Vol 76:3213) and extended them to include a test of the interactions of goal orientation and perceived ability (PDA) predicted by C. S. Dweck (see PA, Vol 74:8696). The motivational patterns and self-regulatory activities (SRAs) of 117 students in introductory statistics were examined. Toward the end of the course Ss were given a questionnaire that assessed PDA, goal orientation (learning and performance), valuing of statistics (intrinsic and extrinsic), and the extent to which Ss used SRAs such as goal-setting, self-monitoring, and task-appropriate cognitive strategies. The findings were generally consistent with the theoretical predictions. However, the predicted interaction of dominant goal orientation and PDA failed to emerge. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
12 OF 56
AU Melvin-Kenneth-B. Huff-Kristi-R.
TI Standard errors of statistics students.
SO Teaching of Psychology. 1992 Oct Vol 19(3) 177-178.
MJ STATISTICS. ERRORS. STUDENT-ATTITUDES. PSYCHOLOGY-EDUCATION.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID use & evaluation of common errors handout, college students in introductory psychology statistics course.
AB Describes a handout detailing 21 computation and interpretation errors commonly made by students in introductory statistics courses. Results of an evaluative survey of 48 students indicated that Ss appreciated the handout, thought it reduced errors, and recommended it for future classes. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
13 OF 56
AU Zimmerman-Donald-W. Zumbo-Bruno-D.
TI Parametric alternatives to the Student t test under violation of normality and homogeneity of variance.
SO Perceptual & Motor Skills. 1992 Jun Vol 74(3, Pt 1) 835-844.
MJ COMPUTER-SIMULATION. T-TEST. VARIANCE-HOMOGENEITY.
ID computer simulated modified t test for protection against homogeneity of variance.
AB Argues that in their enthusiasm for nonparametric methods, psychologists have overlooked a development in theoretical statistics that provides a practical solution to the problem of unequal variances. Introductory statistics textbooks have fostered the belief that nonparametric tests are effective against violations of both normality and homogeneity of variance (HOV). However, computer programs are now available to perform modified t tests based on unequal sample variances, in which degrees of freedom and critical values are altered from sample to sample. In a computer simulation, the modified t test counteracted effects of unequal variances but did not protect against nonnormality. The modified t test, however, was more effective than nonparametric methods in protecting against violation of HOV. (PsycINFO Database Copyright 1993 American Psychological Assn, all rights reserved). ************************************************************************
14 OF 56
AU Meyer-Joachim. Shinar-David.
TI Estimating correlations from scatterplots.
SO Human Factors. 1992 Jun Vol 34(3) 335-349.
MJ KNOWLEDGE-LEVEL. VISUAL-DISPLAYS. ESTIMATION. STATISTICAL-CORRELATION.
MN ADOLESCENCE. ADULTHOOD.
ID level of statistical training & display perceptual characteristics, estimation of correlations from scatterplots, 12th graders vs undergraduates vs faculty members, Israel.
AB Examined, in 2 experiments, the function relating intuitive estimates of correlations from scatterplots to accepted statistical measures in terms of training and display characteristics in 49 12th graders with no statistical training, 19 undergraduates with introductory statistics training, 49 4th-yr engineering and management students with advanced statistics training, and 10 faculty members with quantitative research and statistics teaching experience. Statistical knowledge was related to higher estimates of correlations and the use of a wider range of values. People with and without statistical knowledge were equally affected by the type of dispersion of the point cloud, the mere display of the regression line, and the slope of the regression line. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
15 OF 56
AU Ware-Mark-E. Chastain-Jeffrey-D.
TI Developing selection skills in introductory statistics.
SO Teaching of Psychology. 1991 Dec Vol 18(4) 219-222.
MJ STATISTICS. MATHEMATICS-EDUCATION. TEACHING-METHODS.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID introductory statistics education with traditional format vs emphasis on selection skills, college students.
AB Assessed the effectiveness of teaching statistics with an emphasis on selection skills. Ss were 55 undergraduate students taught introductory statistics in a traditional way, 48 taught in a format emphasizing selection skills (SSKs), and 24 not enrolled in statistics. Higher selection scores were found among SSKs Ss than among traditional statistics Ss. Both groups scored higher than Ss not enrolled in statistics. Results suggest that emphasizing SSKs can increase these skills beyond the levels achieved by conventional methods of teaching statistics. (PsycINFO Database Copyright 1992 American Psychological Assn, all rights reserved). ************************************************************************
16 OF 56
AU Brooks-Charles-I. Mercincavage-Janet-E.
TI Grades for men and women in college courses taught by women.
SO Teaching of Psychology. 1991 Feb Vol 18(1) 47-48.
MJ GRADING-EDUCATIONAL. COLLEGE-TEACHERS. HUMAN-SEX-DIFFERENCES. HUMAN-FEMALES. UNDERGRADUATE-EDUCATION.
MN ACADEMIC-ACHIEVEMENT. ADULTHOOD.
ID grades in accounting & foreign language & math courses taught by females, male vs female college students.
AB Extended the findings reported by C. I. Brooks (see PA, Vol 75:15280) that women receive higher grades than men in introductory statistics courses taught by a man. Grades were compared for 346 men and 388 women in accounting, foreign language, and mathematics courses taught by women. Average grades for women were significantly higher than those for men in accounting and math courses. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
17 OF 56
AU Hudak-Mary-A. Anderson-David-E.
TI Formal operations and learning style predict success in statistics and computer science courses.
SO Teaching of Psychology. 1990 Dec Vol 17(4) 231-234.
MJ COGNITIVE-ABILITY. COGNITIVE-STYLE. STATISTICS. COMPUTER-APPLICATIONS. ACADEMIC-ACHIEVEMENT.
MN CURRICULUM. ADULTHOOD.
ID formal operations & learning style, success in introductory statistics & computer science courses, college students.
AB Measures of formal operations and learning style predicted success in introductory statistics and computer science courses with 94 undergraduate students. Ss completed the Formal Operations Reasoning Test (J. J. Roberge and B. K. Flexer, see PA, Vol 68:4822) and the Learning Style Inventory. Using a final course grade cutoff of 80% or better as a criterion of success in the course, a discriminant analysis correctly classified 81% of the statistics students and 72% of the computer science students. Success was related to the presence of the ability to act as a formal operator and to the absence of a reliance on the concrete experiences learning style. Findings highlight the need to examine both cognitive maturity and learning style in studies of academic success at the college level. (PsycINFO Database Copyright 1991 American Psychological Assn, all rights reserved). ************************************************************************
18 OF 56
AU Lorenz-Gail-I.
TI Using analogies as an instructional strategy in introductory statistics: I and II.
SO Dissertation Abstracts International. 1990 Oct Vol 51(4-A) 1166-1167.
MJ TEACHING-METHODS. ANALOGY.
MN ADULTHOOD.
ID analogies as teaching strategy, introductory statistics achievement, students. ************************************************************************
19 OF 56
AU Marcoulides-George-A.
TI Improving learner performance with computer based programs.
SO Journal of Educational Computing Research. 1990 Vol 6(2) 147-155.
MJ ARTIFICIAL-INTELLIGENCE. COLLEGE-STUDENTS. COMPUTER-ASSISTED-INSTRUCTION. LECTURE-METHOD. COLLEGE-ACADEMIC-ACHIEVEMENT.
MN ADULTHOOD.
ID expert system or computer assisted instructional program &/or class lecture, achievement level, college students enrolled in statistics course.
AB Compared the effectiveness of an expert system program (ES) and a computer-assisted instructional program (CAI) for improving learner performance. Ss were 133 university students selected from a required undergraduate introductory statistics course. Ss with high and low prior levels of statistics achievement were randomly assigned to 3 treatment groups: (1) an ES as an adjunct to lectures, (2) a CAI as an adjunct to lectures, and (3) a control group with lectures alone. At the conclusion of the study Ss were tested on a statistics achievement test. Ss who had used the ES and the CAI teaching aids scored significantly higher than Ss from the lecture group alone. There were no significant differences between the ES and the CAI groups. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
20 OF 56
AU Varnhagen-Connie-K. Zumbo-Bruno-D.
TI CAI as an adjunct to teaching introductory statistics: Affect mediates learning.
SO Journal of Educational Computing Research. 1990 Vol 6(1) 29-40.
MJ COMPUTER-ASSISTED-INSTRUCTION. STATISTICS. ACADEMIC-ACHIEVEMENT.
MN TEACHING-METHODS. COLLEGE-STUDENTS. ADULTHOOD.
ID computer assisted vs traditional in-class instruction, introductory statistics learning, college students.
AB Evaluates the effectiveness of 2 different computer assisted instruction (CAI) formats compared with traditional in-class instruction as a laboratory supplement to lectures in introductory statistics. 134 students enrolled in an introductory statistics course in psychology were assigned to 1 of the 3 lab sessions. The evaluation consisted of affective responses to a questionnaire concerning the lab session, as well as student performance on 3 homework assignments and on a midterm examination. Lab format had a significant effect on attitude toward the lab; it did not, however, significantly influence performance. Path analysis revealed relations between lab format, student attitude toward the lab, and performance on the midterm exam. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
21 OF 56
AU Johnson-David-E.
TI An intuitive approach to teaching analysis of variance.
SO Teaching of Psychology. 1989 Apr Vol 16(2) 67-68.
MJ ANALYSIS-OF-VARIANCE. UNDERGRADUATE-EDUCATION. TEACHING-METHODS. PSYCHOLOGY-EDUCATION.
MN COMPREHENSION. COLLEGE-STUDENTS. EXPERIMENTAL-DESIGN. INTUITION. ADULTHOOD.
ID technique for teaching ANOVA, intuitive understanding of between & within groups variance, college students in research design course.
AB A significant number of students in introductory statistics courses may function at Piaget's concrete operational level of thought. These students may find it difficult to understand the complex correlations and interactions between variables that typify many statistics procedures. A technique is presented for introducing analysis of variance (ANOVA) in a concrete fashion. This technique leads students to an intuitive understanding of the concepts of between- and within-groups variance and their relationship to each other. 10 students in a research design course rated the usefulness of this technique in facilitating their understanding of ANOVA. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
22 OF 56
AU Strahan-Robert.
TI More on correlates of success in undergraduate statistics.
SO American Psychologist. 1970 Dec Vol 25(12) 1175-1176.
MJ CURRICULUM. STATISTICS. COLLEGE-ACADEMIC-ACHIEVEMENT.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID correlates of success in psychological statistics course, college students.
AB A study of 70 undergraduate psychological statistics students showed that grades in this class, in another psychology course, and an introductory statistics course intercorrelated at approximately the same level; and all were strongly and equally associated with cumulative general grade point average (GPA). There was essentially no correlation for these courses and Mathematics scores on the Scholastic Aptitude Test. (PsycINFO Database Copyright 1990 American Psychological Assn, all rights reserved). ************************************************************************
23 OF 56
AU Waters-L-K. Martelli-Therasa. Zakrajsek-Todd. Popovich-Paula-M.
TI Factor analyses of two measures of attitudes toward statistics.
SO Educational & Psychological Measurement. 1988 Win Vol 48(4) 1037-1041.
MJ FACTOR-STRUCTURE. ATTITUDE-MEASURES. STATISTICS. STUDENT-ATTITUDES.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID factor structure of statistics attitude measures, college students.
AB Principal components analyses were conducted on the combined items of the Statistics Attitude Survey (D. M. Roberts and E. W. Bilderback; see PA, Vol 65:11279) and the Attitude Toward Statistics scale (S. L. Wise; see PA, Vol 72:29474) for a sample of 307 students in an introductory statistics course (college) who had taken the scales at the beginning of the course, and for a 2nd sample of 242 students who had taken the scales at the end of the same statistics course. Two oblique factors representing attitudes toward the field of statistics and attitudes toward the course in statistics were obtained. Coefficients of congruence were .98 for each pair of corresponding factors from the beginning and end of course analyses. (PsycINFO Database Copyright 1989 American Psychological Assn, all rights reserved). ************************************************************************
24 OF 56
AU Sime-Wesley-E. Ansorge-Charles-J. Olson-John. Parker-Claire. et al.
TI Coping with mathematics anxiety: Stress management and academic performance.
SO Journal of College Student Personnel. 1987 Sep Vol 28(5) 431-437.
MJ MATHEMATICS-ANXIETY. STRESS-MANAGEMENT. MATHEMATICS-ACHIEVEMENT.
MN COLLEGE-STUDENTS. ADULTHOOD.
ID stress management, mathematics anxiety & academic performance, 18-44 yr old college students.
AB Examined the relationship of stress reduction to enhanced academic performance, using 56 introductory statistics students (aged 18-44 yrs). Ss were administered a short form of the Mathematics Anxiety Rating Scale at the 1st class meeting and during 2 examination days. The State-Trait Anxiety Inventory was administered before each of the examinations. Anxiety scores were correlated with measurements of skin temperature. Ss were taught stress management techniques. Results show a negative association between mathematics anxiety and academic performance in a statistics examination, although stress management did effect significant reductions in reports of anxiety and physiological stress responses. (PsycINFO Database Copyright 1988 American Psychological Assn, all rights reserved). ************************************************************************
25 OF 56
AU Brooks-Charles-I.
TI Superiority of women in statistics achievement.
SO Teaching of Psychology. 1987 Feb Vol 14(1) 45.
MJ ACADEMIC-ACHIEVEMENT-MOTIVATION. STATISTICS. HUMAN-SEX-DIFFERENCES. COLLEGE-ACADEMIC-ACHIEVEMENT.
MN PROFESSIONAL-CRITICISM. COLLEGE-STUDENTS. ADULTHOOD.
ID achievement motivation & performance & grades in introductory statistics course, male vs female college students, commentary.
AB Compares the experience of the present author with that of J. L. Buck (see PA, Vol 73:15732) who found males to perform better in an introductory statistics course. The present author found female students in his statistics classes to show stronger achievement motivation and perform better than the male students. Unlike Buck's students, the present author's female students obtained higher grades than did the males. (PsycINFO Database Copyright 1988 American Psychological Assn, all rights reserved). ************************************************************************
26 OF 56
AU Friedman-Herbert.
TI Repeat examinations in introductory statistics courses.
SO Teaching of Psychology. 1987 Feb Vol 14(1) 20-23.
MJ STATISTICS. TEST-ANXIETY. PSYCHOLOGY-EDUCATION. TEST-ADMINISTRATION. COLLEGE-STUDENTS.
MN TEST-SCORES. ADULTHOOD.
ID repeat exams, test anxiety & performance, college students in introductory statistics course.
AB Studied the effectiveness of giving college students the opportunity to offset a poor lecture examination grade by taking a 2nd, equivalent examination, in order to reduce test anxiety and to encourage the learning of course material. Comparing the repeat exams to the original exams for 177 Ss in 4 sections of an introductory statistics course, 92% of the repeat exams showed higher grades, and the mean number of repeat exams taken was 2.10. Results show that the procedure was well received by all students, helped weaker students, and was convenient for the instructor to implement. (PsycINFO Database Copyright 1988 American Psychological Assn, all rights reserved). ************************************************************************
27 OF 56
AU Roberts-Dennis-M. Reese-Clyde-M.
TI A comparison of two scales measuring attitudes towards statistics.
SO Educational & Psychological Measurement. 1987 Fal Vol 47(3) 759-764.
MJ ATTITUDE-MEASURES. STATISTICS. STUDENT-ATTITUDES. COLLEGE-STUDENTS.
MN ADULTHOOD.
ID validity of Statistics Attitude Survey vs Attitudes Toward Statistics scale, college students in introductory statistics course.
AB Compared the Statistics Attitude Survey (SAS) by D. M. Roberts and E. W. Bilderback (see PA, Vol 65:11279) and the Attitude Toward Statistics (ATS) by S. L. Wise (see PA, Vol 72:29474). Wise had claimed that the SAS was partially invalid because many items appeared to be achievement oriented rather than attitudinal. The SAS and ATS were administered to 280 introductory statistics students at the beginning of the course. Course grades were obtained at the end of the course. Analyses showed high reliabilities for both SAS and ATS and a correlation of nearly .9 between the 2 scales. None of the correlations between the 2 scales with several criteria, including course grades, were significantly different. It is concluded that the ATS is essentially an alternate form of the previously developed SAS. (PsycINFO Database Copyright 1988 American Psychological Assn, all rights reserved). ************************************************************************
28 OF 56
AU Johnson-David-E.
TI Demonstrating the central limit theorem.
SO Teaching of Psychology. 1986 Oct Vol 13(3) 155-156.
MJ PSYCHOLOGY-EDUCATION. TEACHING-METHODS. STATISTICS. COLLEGE-STUDENTS.
ID demonstration of central limit theorem, college students in introductory statistics class.
AB Since explaining abstract statistical distributions to beginning students is sometimes difficult, a demonstration is described that helps to make the central limit theorem for generating sample distributions concrete and understandable. (PsycINFO Database Copyright 1987 American Psychological Assn, all rights reserved). ************************************************************************
29 OF 56
AU Wise-Steven-L. Plake-Barbara-S. Eastman-Leslie-A. Boettcher-Laura-L. et al.
TI The effects of item feedback and examinee control on test performance and anxiety in a computer-administered test.
SO Computers in Human Behavior. 1986 Vol 2(1) 21-29.
MJ COMPUTER-APPLICATIONS. FEEDBACK. TEST-ANXIETY. TEST-ITEMS. TEST-ADMINISTRATION. COLLEGE-STUDENTS.
MN MATHEMATICS-EDUCATION. ADULTHOOD.
ID immediate item feedback & control over order of item administration on computer administered test, test anxiety, college students in statistics course.
AB Studied the use of computer-administered tests in reducing test anxiety (TA) among 101 students in an introductory statistics course who were randomly assigned to 6 treatment groups. Two testing methods were used: providing immediate item feedback (IF), and allowing Ss to control the order of item administration (IA). Ss were administered a 25-item test measuring basic algebra skills required for understanding introductory statistics, the Revised Mathematics Anxiety Rating Scale by B. S. Plake and C. S. Parker (1982), and the State Anxiety Scale by C. D. Spielberger et al (1970). The results of multivariate analysis of covariance (MANCOVA) and analysis of variance (ANOVA) were analyzed. The findings do not support the use of IF in reducing TA. In some Ss, IF was found to significantly increase TA and decrease test performance. Similar results were found for Ss' control, where TA was found to be as high as and, in some, significantly higher than that found with a fixed order of IA. (PsycINFO Database Copyright 1987 American Psychological Assn, all rights reserved). ************************************************************************
30 OF 56
AU Oakland-Thomas-D. Zimmerman-Stephen-A.
TI The course on individual mental assessment: A national survey of course instructors.
SO Professional School Psychology. 1986 Win Vol 1(1) 51-59.
MJ COURSE-EVALUATION. EDUCATIONAL-MEASUREMENT. INTELLIGENCE-MEASURES. SCHOOL-PSYCHOLOGY. GRADUATE-PSYCHOLOGY-EDUCATION.
MN ADULTHOOD.
ID descriptive information about course on individual intellectual assessment as offered in school psychology training programs, course instructors.
AB Information concerning coursework on individual mental assessment was obtained through a survey of 49 course instructors selected throughout the US. It was found that the course typically provides 3 credit hours at the graduate level and is taught by persons holding doctoral degrees, assisted by a teaching assistant. An average of 20 students take the course each year. Courses in tests and measurement and introductory statistics are common prerequisites. The assessment tests emphasized most heavily are the Wechsler Adult Intelligence Scale (WAIS), the Wechsler Intelligence Scale for Children--Revised (WISC--R), the Wechsler Preschool and Primary Scale of Intelligence (WPPSI), and the Stanford-Binet Intelligence Scale. Topics most strongly featured in the course include test administration, scoring, interpretation, and reporting. J. M. Sattler's (1982) Assessment of Children's Intelligence and Special Abilities is the most widely used textbook. (9 ref) (PsycINFO Database Copyright 1987 American Psychological Assn, all rights reserved). ************************************************************************