Differences Between Traditional And Non Traditional Students
Running head: Differences in a Statistics Based Classroom
Differences between Traditional and Non-traditional Students in a Statistics Based Classroom
Abstract
This report examines the differences between traditional and non-traditional students in terms of three aspects; anxiety towards statistics, attitude towards statistics and computer self-efficacy. A review of literature was conducted and hypotheses were formed about the three aspects. The three hypotheses tested were and what was expected to be found was; traditional students will score lower on the statistics anxiety scale as compared to non-traditional students, non-traditional students will score higher in the attitudes towards statistics scale as compared to traditional students and lastly traditional students will score higher on the computer self-efficacy scale as compared to traditional students. The study was conducted on a statistics rich course at a university level, a questionnaire was used on 173 students to gather the information. It was found that the first hypothesis was rejected, as non-traditional students don’t have more statistics anxiety. The other two hypotheses were accepted. This suggests misconceptions about non-traditional students struggling more at higher levels of study than traditional students.
Differences between Traditional and Non-traditional Students in a Statistics Based Classroom
Statistics anxiety is prevalent for most students and can often impact on a students learning in the classroom. Many factors can play a role in affecting a student’s anxiety and attitude within a classroom, it has been found that a lack of mathematical skills or knowledge can make statistics daunting, inadequacy to connect what is learnt in statistics to everyday life can cause some students to believe it to be irrelevant, the pace of the statistics class can be too fast for some students and the attitude of the instructor in the classroom all can be contributions to a students
Differences between Traditional and Non-traditional Students in a Statistics Based Classroom
Abstract
This report examines the differences between traditional and non-traditional students in terms of three aspects; anxiety towards statistics, attitude towards statistics and computer self-efficacy. A review of literature was conducted and hypotheses were formed about the three aspects. The three hypotheses tested were and what was expected to be found was; traditional students will score lower on the statistics anxiety scale as compared to non-traditional students, non-traditional students will score higher in the attitudes towards statistics scale as compared to traditional students and lastly traditional students will score higher on the computer self-efficacy scale as compared to traditional students. The study was conducted on a statistics rich course at a university level, a questionnaire was used on 173 students to gather the information. It was found that the first hypothesis was rejected, as non-traditional students don’t have more statistics anxiety. The other two hypotheses were accepted. This suggests misconceptions about non-traditional students struggling more at higher levels of study than traditional students.
Differences between Traditional and Non-traditional Students in a Statistics Based Classroom
Statistics anxiety is prevalent for most students and can often impact on a students learning in the classroom. Many factors can play a role in affecting a student’s anxiety and attitude within a classroom, it has been found that a lack of mathematical skills or knowledge can make statistics daunting, inadequacy to connect what is learnt in statistics to everyday life can cause some students to believe it to be irrelevant, the pace of the statistics class can be too fast for some students and the attitude of the instructor in the classroom all can be contributions to a students
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