Üniversite Öğrencileri Arasında Yüksek ve Düşük İstatitik Kaygısının Ayrıştırıcıları

Bu çalışmada, istatistik derslerinde öğrenciler üzerinde gözlemlenen istatistik kaygısının bilişsel olmayan faktörlerinin yüksek ve düşük kaygılı öğrencileri ayırt etmesi amacıyla Ayrıştırıcı Fonksiyonlar Analizi tekniği kullanılmıştır. Araştırmanın örneklemini Amerika Birleşik Devletleri'nin Texas Eyaleti'nde bir devlet üniversitesinde istatistiğe giriş dersini almakta olan 246 lisans ve yüksek lisans öğrencisi oluşturmuştur. Öğrenciler istatistik Kaygısı Derecelendirme Ölçeği ve istatistiğe Karşı Tutumlar Ölçeği'ni yanıtlamışlar ve ayrıca geçmiş matematik tecrübelerini, kendilerinin istatistik yeteneklerini ve aldıktan istatistik dersindeki doyum düzeylerini öznel olarak derecelendirmişlerdir. Araştırma bulguları ayrıştırıcı modelin gruplar arası varyansın % 63'ünü açıkladığını ve modelin % 88 genel doğruluk düzeyinde olduğunu göstermiştir

Discriminants of the Low-and-High Statistics Anxiety Among College Students

Discriminant function analysis was used to determine important non-cognitive factors that differentiated between low-and-high anxiety students in statistics. The participants were 246 college students enrolled ion introductory statistics courses at a state university in Texas. Students responded to two scales: the Statistical Anxiety Rating Scale and Attitudes Toward Statistics. They also indicated their previous mathematics experiences, perceived statistical abilities, and satisfaction with their current statistics course. Findings showed that the discriminant model accounted for 63% of the between-group variance and discriminated with 88% overall accuracy. Perceived statistical ability was the most influential variable that separated the groups.

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