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Antecedents of Statistics Anxiety Among Senior High School Students

Rhodora Aquino, Syrene Mae Butticon, Mary Joy Mendoza, John Carlo Armando, Lady Valen Charon DelaPeña, (2023). Antecedents of Statistics Anxiety Among Senior High School Students, Psychology and Education: A Multidisciplinary Journal, 13(6): 522-531 https://scimatic.org/show_manuscript/1987
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0% found this document useful (0 votes)
149 views10 pages

Antecedents of Statistics Anxiety Among Senior High School Students

Rhodora Aquino, Syrene Mae Butticon, Mary Joy Mendoza, John Carlo Armando, Lady Valen Charon DelaPeña, (2023). Antecedents of Statistics Anxiety Among Senior High School Students, Psychology and Education: A Multidisciplinary Journal, 13(6): 522-531 https://scimatic.org/show_manuscript/1987
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
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ANTECEDENTS OF STATISTICS ANXIETY AMONG

SENIOR HIGH SCHOOL STUDENTS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL


2023
Volume: 13
Pages: 522-530
Document ID: 2023PEMJ1184
DOI: 10.5281/zenodo.8347408
Manuscript Accepted: 2023-12-9
Psych Educ Multidisc J, 2023, 13: 521-530, Document ID:2023 PEMJ1184, doi:10.5281/zenodo.8347408, ISSN 2822-4353
Research Article

Antecedents of Statistics Anxiety Among Senior High School Students


Rhodora M. Aquino*, Syrene Mae T. Butticon, Mary Joy S. Mendoza, John Carlo F. Armando, Lady
Valen Charon A. Dela Peña
For affiliations and correspondence, see the last page.
Abstract
Senior high school students are required to enroll in statistics and probability subject as a necessary
part of their curriculum. Many years have seen an increase in the number of articles on statistics
anxiety. Statistics anxiety, which is widespread among students taking courses related to statistics or
research methods, refers to a specific field of academic anxiety. Consequently, statistics anxiety is a
debilitating anxiety which negatively affect students’ performance. This study focused on the
situational (statistics background and statistics performance), dispositional (learning style and
strand), and environmental (sex) antecedents of statistics anxiety among senior high school students
(Onwuegbuzie and Wilson, 2003). Descriptive- comparative-correlational quantitative design was
applied. An adopted questionnaire, Statistics Anxiety Measure (Earp, 2007) was used to collect data
from 303 participants that was chosen through convenience sampling. Frequency counts and
percentage, were used to analyze the demographic data while one-way MANOVA, one-way ANOVA
and Pearson’s r were used in testing the research hypotheses. The findings revealed that the average
level of statistics anxiety of senior high school students is low; male students have higher levels of
anxiety for having statistics as their subject; students who are enrolled on non-mathematical strands
like TVL, AD, and HUMSS experience more anxiety than those who are enrolled in STEM and
ABM strands; visual and auditory learners have higher levels of anxiety and lower statistics
performance than students with kinesthetic and reading/writing learning styles; students without prior
knowledge about statistics in junior high school have higher levels of anxiety in terms of having a
statistics subject and performing well in class; and statistics anxiety is negatively related to statistics
performance.

Keywords: statistics anxiety, learning styles, statistics performance, statistics background

Introduction Many students identify statistics courses as the most


anxiety-inducing courses in their curriculum.
Anxiety is a psychological construct, as a state of Especially in subjects such as psychology, education,
apprehension, an indefinite fear that is likely or sociology, statistics anxiety is widely spread among
associated with an object. A small amount of anxiety is students (Onwuegbuzie and Wilson, 2003;
a facilitating anxiety that improves performance. Onwuegbuzie, 2004). In addition, students entering to
Statistics anxiety is a feeling of anxiety when taking a these programs especially in social sciences such as
statistics subject or doing statistical analysis (Tugay, education, usually do not have any math and statistical
2019). background which creates a negative perception
towards statistics related courses. These negative
Senior high school students are required to enroll in feelings and perceptions are thought to be affect their
statistics and probability subject as a necessary part of level of success (Tugay, 2019). These subjects are
their curriculum. Many years have seen an increase in often chosen by students with lower interest and higher
the number of articles on statistics anxiety, as critical self-assessments in mathematics and science.
researchers have recognized that statistics anxiety is a Moreover, students often underestimate the extent of
multidimensionality construct that has an effect on statistics in these subjects (Macher et al., 2012). Those
academic performance. Statistics anxiety describes the who experience higher levels of statistics anxiety are
alarm that occurs when an individual is exposed to assumed to be more likely to procrastinate learning,
content or problems and instructional situations, or e.g., to postpone writing essay papers, to review for
evaluative contexts that deal with statistics. The examinations, or to keep up with the weekly readings
individuals who always experience anxiety when (Onwuegbuzie, 2004). Additionally, statistics anxiety
doing statistics, statistics anxiety describes an is assumed to be related to less time spent on learning
enduring, habitual type of anxiety (Onwuegbuzie and and to less efficient learning and study strategies
Wilson, 2003). Many students feel blunt by feelings of (Macher, Paechter, Papousek, Ruggeri, Freudenthaler,
state anxiety during examination and show lower & Arendasy, 2013). In the examination itself, statistics
achievements (Macher, Paechter, Papousek, and anxiety is related to concern and rumination and
Ruggeri, 2012). consumes processing capacity that would be needed

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Research Article

for task performance (Macher et al., 2013). The descriptive method attempted to describe the
profile of the respondents in terms of sex, strand,
Hence, statistics anxiety often is considered to be one
learning style, statistics background, statistics
of the most powerful negative factors of influence on
performance and level of statistics anxiety. Meanwhile,
performance in statistics courses (Onwuegbuzie and
comparative and correlation attempted to identify the
Wilson, 2003). Therefore, one may critically ask
difference between level of statistics anxiety and
whether statistics anxiety really influences
profile of the respondents and the relationship between
performance in statistics courses, and what
level of statistics anxiety and statistics
implications this has for attaining statistical literacy.
performance respectively.
The aim of this study is, therefore, to focus on the
situational (statistics background and statistics The study was conducted at Saint Mary’s University
performance), dispositional (learning style and strand), Senior High School, Bayombong, Nueva Vizcaya. A
and environmental (sex) antecedents of statistics private catholic school, which offers different strands
anxiety among senior high school students. namely STEM, ABM, HUMSS, HE, ICT and AD.The
respondents of this study involved 303 grade 11 senior
Research Questions high school students enrolled in statistics and
probability from the different strands offered by the
This study focused on the situational (statistics school. Convenience sampling was applied relying to
background and statistics performance), dispositional the availability of internet connection of the
(learning style and strand), and environmental (sex) respondents in able to answer the google forms as
antecedents of statistics anxiety among senior high questionnaire using messenger.
school students. Specifically, it aimed to answer the
following questions: A Statistics Anxiety Measure survey questionnaire
(see Appendix A) was used to gather data from the
1. What is the profile of the respondents in terms of: respondents. It was adopted from a research study
1.1 Sex; entitled Development and validation of the statistics
1.2 Strand; anxiety measure conducted by Earp in the year 2007.
1.3 Learning Style; The questionnaire’s content inquired for the situational
1.4 Statistics Background (Junior high school (statistics background and statistics performance),
statistics lessons); and dispositional (learning style and strand), and
1.5 Statistics Performance (final grade in Statistics environmental (sex) antecedents of statistics anxiety
and Probability)? among senior high school students. The questionnaire
2. What is the respondents’ level of statistics anxiety in was divided into two. Part one included the necessary
terms of: information regarding the profile of the respondents
2.1 Statistics Anxiety as a subject; which includes the sex, strand, learning style, statistics
2.2 Attitude towards statistics class; background, and statistics performance. Part two
2.3 Fearful Behavior; consisted of the Likert scale measuring the level of
2.4 Attitude towards Mathematics; and statistics anxiety of the respondents based on the 5
factors of statistics anxiety measure (SAM) namely
2.5 Perceived Performance in Statistics?
statistics anxiety as a subject, attitude towards statistics
3. Is there a significant difference on the statistics
class, fearful behavior, attitude towards mathematics,
anxiety of the respondents when they are grouped
and perceived performance in statistics. At the same
according to:
time, reliability statistics was established and based on
3.1 Sex;
the result, Cronbach’s alpha is equal to 0.948. Its
3.2 Strand;
internal consistency is equivalent to excellent (α≥0.9).
3.3 Learning Style;
Therefore, the questionnaire is reliable. In order to
3.4 Statistics Background (Junior high school
gather the data needed to answer the research
statistics lessons)? questions in the study, a questionnaire was adopted.
4. Is there a significant relationship between the The researchers then gathered data online by sending
respondents’ statistics anxiety and statistics links of google forms questionnaire through the
performance? messenger account of the respondents. The collected
data were tabulated, analyzed, and interpreted. Lastly,
after the thorough interpretation, the researchers
Methodology
This study used descriptive-comparative-correlational
quantitative approach.

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Research Article

reported the results. Table 1.1 presents the profile of the respondents in
terms of sex, strand, learning style, and statistics
To analyze the gathered data, descriptive and background. In terms of sex, most of the respondents
inferential statistics were used with the help of IBM are female (60.4%). More than half of the respondents
SPSS. Frequency count and percentage distribution are students who are in the STEM (51.8%) strand
were utilized which determined the sex, strand, while only 4% and 2.3% came from the TVL-ICT and
learning style, statistics background, and statistics TVL-HE strand, respectively. Most of the respondents’
performance. Mean and standard deviation were dominant learning style is Auditory (34.3%), followed
applied which determined the statistics anxiety as a by Visual (29.7%), Reading/Writing (19.5%), and
subject, attitude towards statistics class, fearful Kinesthetic (16.5%). When it comes to the
behavior, attitude towards mathematics, and perceived respondents’ statistics background or their prior
performance in statistics. Level of statistics anxiety knowledge of statistics in Junior high school, majority
was measured using mean range 1.00 – 1.49 (very low of the students are with background in statistics
anxiety), 1.50 – 2.49 (low anxiety), 2.50 – 3.49 (high (85.1%) and only few are without any prior knowledge
anxiety) and 3.50 – 4.00 (very high anxiety). One-way (14.9%) about the subject.
MANOVA and one-way ANOVA were applied which
determined comparison of respondents’ statistics Table 1.2. Descriptive Statistics of the Respondents’
anxiety constructs in terms of sex, strand, learning Statistics Performance
style, and statistics background. On the other hand,
Pearson’s r correlation was utilized which determined
correlation of respondents’ statistics anxiety constructs
in terms of statistics performance.

Results and Discussion


This table shows the descriptive statistics result of the
respondents’ statistics performance or their final grade
This study focused on the situational (statistics in the subject. Almost half of the respondents have a
background and statistics performance), dispositional grade of 90 and above (48.2%), followed students with
(learning style and strand), and environmental (sex) a grade of 75 to 89 (42.6%) and below 75 (9.2%). In
antecedents of statistics anxiety among senior high general, the average grade of the respondents is 86.77
school students (Onwuegbuzie and Wilson, 2003). with a standard deviation of 9.876.
This section contains the results of the data analysis to
answer the research questions of the study. Table 2. Descriptive Statistics of the Constructs of
Statistics Anxiety
Table 1.1. Profile of the Respondents

Table 2 contains the descriptive statistics of the


constructs and overall result of the Statistics Anxiety
Measure (SAM) by Earp (2007). Overall, the
respondents revealed a low statistics anxiety (M =
2.28, SD = 0.86). Considering the different constructs
of statistics anxiety, mean results portrayed a high
level of anxiety in terms of the first factor which is

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Research Article

anxiety in statistics as a subject (M = 2.56, SD = .59).


Similarly, studies reveal that majority of students
regard statistics courses as the most as required (Box’s M test = 32.26, p > .001). A one-
anxiety◻inducing courses in their curriculum way MANOVA revealed a significant main effect for
(Macher et al., 2013; Chew and Dillon, 2014). sex, Wilks’ λ = .961, F (5, 297) = 2.435, p < 0.05,
partial eta squared= .039. Given the significance of the
On the other hand, low levels of anxiety were
overall test, the univariate main effects were
interpreted for the other four factors of statistics
anxiety which were: attitude towards mathematics (M
examined. The result of univariate F-test showed that
= 2.31, SD = .69), perceived performance in statistics the effect of sex was attributable to statistics anxiety as
(M = 2.21, SD = .48), fearful behavior (M = 2.14, SD a subject domain F (1, 301) = 8.377, p =.007, partial
= .56), and attitude towards statistics class (M = 1.99, eta squared = .031. Comparison of the mean scores
SD = .54). Empirical evidences reveal that statistics suggests that males (M=2.84, SD= .60) were more
anxiety is greatly affected by student’s perception of anxious than females (M=2.31, SD=.59) towards
her/his ability to do mathematics (Liu, Onwuegbuzie,
statistics as a subject.
and Meng, 2011). Moreover, overall results of SAM
and the respondents’ attitude towards mathematics
Environmental or the person-related factors are often
show the same levels of anxiety which proves this
the area of interest of most studies where gender is
theory. Fear of statistics class and asking for help are
widely explored (Onwuegbuzie and Wilson, 2003).
all embodied on the attitude towards statistics class
and fearful behavior factors of SAM (Earp, 2007). A
However, empirical investigations showed varying
low-level anxiety on these constructs suggest that
results for gender variable. DeCesare (2007) found that
students are not that anxious in attending statistics
females experienced higher statistics anxiety than the
classes and not fearful in asking for help from their
male group. Likewise, males have somewhat more
peers and teachers if they encounter difficulties in the
positive attitudes towards statistics than females
subject. In contrast, a study by Bui and Alfaro (2011)
(Coetzee and van der Merwe, 2010). Gender
reported a moderately high statistics anxiety for taking
differences were also found to vary according to type
a statistics class. Macher et al. (2013) also considered
of statistics anxiety (Eduljee & LeBourdais, 2015). On
the possibility of a relationship between statistics
anxiety and performance but found no empirical the contrary, other studies reported no significant
evidence for this assumption. On the contrary, in the
differences between the two gender groups (Baloğlu,
present study, students perceive an average to high
2003; Mji, 2009 and Hsiao & Chiang, 2011). Unlike
performance on the statistics activities in class such as
the results that females were more anxious than males
interpreting their answers and making conclusions.
when it comes to statistics, the present study revealed
Thus, results imply that the respondents have low-level
anxiety on this construct. the opposite. Specifically, male students have higher
levels of anxiety for having statistics as their subject in
Table 3. Comparison of Respondents’ Statistics senior high school.
Anxiety Constructs in terms of Sex
This table presents the descriptive statistics and
univariate results for the constructs of statistics anxiety
among the strand groups. The null hypothesis of
equality of variance-covariance matrices is rejected
(Box’s M test = 189.14, p < .001). A one-way
MANOVA revealed a significant main effect for
strand, Pillai’s trace = .311, F (5, 297) = 3.940, p <
0.05, partial eta squared= .062. Given the significance
of the overall test, the univariate main effects were
examined. The result of univariate F-test showed that
This table presents the descriptive statistics and the effect of strand was attributable to all the domains
univariate results for the constructs of statistics anxiety
of statistics anxiety.
between males and females. The null hypothesis of
equality of variance-covariance matrices is not rejected

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Table 4.1. Comparison of Respondents’ Statistics


Anxiety Constructs in terms of Strands

Table 4.2. Comparison of Respondents’ Statistics


Anxiety in terms of Strands

The students’ strand is considered as a dispositional


factor of statistics anxiety. These dispositional factors
include psychological and emotional characteristics of
learners (Coetzee and van der Merwe, 2010). These
could also refer to the preferences of students. In terms
of existence of mathematics in the curriculum, both
STEM and ABM students were more exposed to
mathematics subjects than HUMSS, AD, TVL-HE, and
TVL-ICT. In relation to this, computational self-
concept refers to the anxiety experienced when
Table 4.2. shows the descriptive statistics, ANOVA,
attempting to solve mathematical problems, as well as
and post hoc results for respondents’ statistics anxiety
the student’s perception of her/his ability to do
when they are grouped according to their enrolled mathematics (Liu, Onwuegbuzie, and Meng, 2011). And
strands in senior high school. A one-way ANOVA one factor of measuring statistics anxiety is a student’s
revealed significant differences on statistics anxiety in attitude towards mathematics. As shown in Table 4.1.,
terms of the different strands (F (5, 297) = 10.010, p = TVL-HE and TVL-ICT have the highest levels of
.000). Post hoc comparisons using the Scheffe test anxiety for attitude towards mathematics with means of
indicated that the mean scores for the TVL-HE (M = 3.11 and 2.48, respectively. Similarly, these two strands
2.97, SD = .33) and TVL-ICT (M = 2.64, SD = .50) have higher mean results for the other constructs as
presented in Table 4.1. Furthermore, a study by Chew
were not significantly different from each other but
and Dillon (2014) reported that empirical evidence
were significantly different from the other four strands.
suggests that students in non- mathematical disciplines
Also, AD (M = 2.40, SD = .46) and HUMSS (M = (e.g., social sciences) regard statistics courses as the
2.39, SD = .46) were not significantly different from most anxiety inducing course in their degree programs.
each other but were significantly different from the In the present study, it could be implied that students
other four strands. STEM (M = 2.22, SD = .40) and who are enrolled on non- mathematical strands like
ABM (2.04, SD = .37) students have the lowest TVL, AD, and HUMSS experience more anxiety than
statistics anxiety and are not significantly different those who are enrolled in STEM and ABM strands
from each other but were also significantly different which are more mathematical in nature.
from the other strands. Taken together, these results
suggest that TVL-HE and TVL-AD experience the
highest levels of anxiety while STEM and ABM
students experience the lowest levels of statistics
anxiety.

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Table 5.1. Comparison of Respondents’ Statistics


Anxiety Constructs in terms of Learning Styles

Overall, these results suggest that visual and auditory


learners experience higher levels of statistics anxiety
than learners with dominant learning styles of
reading/writing and kinesthetic.

Dispositional factors of statistics anxiety also include


attitudes towards statistics (Coetzee, et al., 2012),
perceptions, self-concept, and learning styles (Vahedi,
Table 5.1. presents the descriptive statistics and 2011). Employing the appropriate learning strategies
univariate results for the constructs of statistics anxiety may have a relationship with anxiety during the
among the learning style groups. The null hypothesis process of statistical learning (Kesici, Baloğlu, and
of equality of variance-covariance matrices is rejected Deniz, 2011). A learning style is the way that different
(Box’s M test = 99.09, p < .001). A one-way students learn. A style of learning refers to an
MANOVA revealed a significant main effect for individual’s preferred way to absorb, process,
strand, Pillai’s trace = .154, F (5, 297) = 3.221, p < comprehend and retain information. The four key
0.05, partial eta squared= .051. Given the significance learning styles are: visual, auditory, reading/writing,
of the overall test, the univariate main effects were and kinesthetic. Visual learners prefer to use pictures,
examined. The result of univariate F-test showed that graphs and images to organize and communicate their
the effect of learning style was attributable to all the thoughts and learn best from using flash cards.
domains of statistics anxiety. Auditory learners prefer to listen, discuss, memorize
and debate in class. They learn best from audiobooks
Table 5.2. Comparison of Respondents’ Statistics rather than print ones. Reading/writing learners learn
Anxiety in terms of Learning Styles best by reading and writing—they find opportunities to
take notes in lectures, summarize and outline texts.
Kinesthetic learners prefer to use their whole body in
the learning p ro cess —they use gestures to
communicate ideas and learn best in a hands-on
environment (Pashler, McDaniel, Rohrer, and Bjork,
2008).

Statistics, by nature, involves analyzing graphs for


visual learners and communicating results by
Table 5.2. shows the descriptive statistics, ANOVA,
discussing interpretations for auditory learners. As
and post hoc results for respondents’ statistics
shown in Table 5.1, visual and auditory learners have
anxiety when they are grouped according to their
the highest levels of anxiety among all the five factors
dominant learning styles. A one-way ANOVA
of SAM. It could be highlighted that in terms of
revealed significant differences on statistics anxiety
perceived performance in statistics, visual (M = 2.33,
in terms of the different learning styles (F (5, 297)
SD = .46) and auditory (M = 2.25, SD = .56) learners
= 9.961, p = .000). Post hoc comparisons using the
have the highest levels of anxiety. To explore on this
Scheffe test indicated that the mean scores for visual
the actual statistics performance of the students was
(M = 2.42, SD = .46) and auditory (M = 2.33, SD =
used as a dependent variable, it was revealed that
.46) were not significantly different from each other
visual and auditory learners’ grades of 85.51 and
but were significantly different from the other two
learning styles. Similarly, the mean scores for
reading/writing (M = 2.19, SD = .35) and kinesthetic
(M = 2.04, SD = .39) were not significantly different
from each other but were significantly different from
the other two learning styles.

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84.68, respectively, are significantly lower than the statistics anxiety. A student’s prior knowledge and
average grades of reading/writing (M = 90.02) and experiences about statistics could affect his or her
kinesthetic (M = 89.56) learners. Conversely, a study attitude towards the subject (Onwuegbuzie and
conducted by Slack and Norwich (2007) reported that Wilson, 2003). Similarly, a study by Chiesi and Primi
visual and auditory learners learn more effectively in a (2010) stated that mathematics knowledge and pre-
classroom setting than kinesthetic and reading/writing course attitudes were directly linked to anxiety that in
learners. With this it could be implied that the current turn affected the post-course attitudes of students. Low
learning modality (blended) that the respondents are competence and negative attitudes were accompanied
exposed to could have an effect in the statistics anxiety by high levels of anxiety that resulted in low academic
and performance of visual and auditory learners. Thus, performance. Moreover, in a study conducted by Chew
further investigation could be made regarding this and Dillon (2014) it was revealed that low levels in
implication. anxiety were manifested by students who had
completed at least one statistics course before while
Table 6. Comparison of Respondents’ Statistics high levels of anxiety were manifested by students
Anxiety in terms of Statistics Background without prior knowledge in statistics. In the same
context, the present study revealed that the lack of
prior knowledge and skills in statistics resulted to
higher levels of anxiety. Specifically, students who are
new to the subject are anxious about their performance
in class and having statistics as their new subject in
senior high school.

Table 7. Correlation Analysis of Respondents’


Statistics Anxiety and Statistics Performance

This table presents the descriptive statistics and


univariate results of respondents’ statistics
background. The null hypothesis of equality of
variance-covariance matrices is rejected as required
(Box’s M test = 28.47, p > .001). A one-way
MANOVA revealed a significant main effect for
statistics background or the students’ prior knowledge
of the subject in junior high school, Wilks’ λ = .945, F
(5, 297) = 3.443, p < 0.05, partial eta squared = .055.
Given the significance of the overall test, the
univariate main effects were examined. The result of
univariate F-test showed that the effect of statistics
This table shows the Pearson’s r correlation result for
background was attributable to statistics anxiety as a the correlation analysis between the respondents’
subject domain F (1, 301) = 8.150, p =.005, partial eta statistics anxiety and statistics performance. The
squared = .026 and perceived performance in statistics overall results suggest that statistics anxiety and
domain F (1, 301) = 9.209, p =.003, partial eta squared statistics performance were found to be moderately
= .030. Comparison of the mean scores suggests that negatively correlated, r (301) = -.356, p = .000.
students without statistics background (M=2.79, SD= Similarly, each individual construct of statistics
.65) were more anxious than those with statistics anxiety was found to de moderately negatively
lessons in junior high school (M=2.52, SD=.58) correlated with statistics performance. Macher et. Al
towards statistics as a subject. Furthermore, the (2013), also studied on the possibility of collinear
descriptive statistics shows that students without prior relationship between statistics anxiety and
knowledge to statistics (M=2.41, SD= .59) were more performance. The result of their study suggests that
anxious than those with statistics background statistics anxiety had a negative influence on
(M=2.18, SD= .45) when it comes to their perceived achievement during examinations but had a direct
performance in statistics class activities. positive influence on achievement in terms of
motivational goals. This means that statistics anxiety
Statistics background is a situational antecedent of can either be of positive or negative influence towards

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statistics performance. The present study did not For future researchers, it could be recommended to:
explore on the impact of statistics anxiety towards (1) Add more respondents from the TVL track. (2)
motivation of learners. Thus, motivation as a variable Consider motivation as a factor for statistics
could be explored by other researchers in the future. anxiety. (3) Compare students who are exposed to a
Another study conducted by Baloğlu, Deniz, and different learning modality in terms of learning styles,
Kesici in 2011 used statistics grades in relation to statistics performance and statistics anxiety.
statistics anxiety. Results of this study shows that
statistics anxiety negatively impacts statistics
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terms of having a statistics subject and performing Eduljee, N.B. & LeBourdais, P. (2015). Gender Differences in
well in class. (6) Statistics anxiety is negatively related Statistics Anxiety with Undergraduate College Students. The
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The following recommendations were derived from Hsiao, T. Y., & Chiang, S. (2011). Gender differences in statistics
the discussions and conclusions made in the present anxiety among graduate students learning English as a foreign
study. language. Social Behavior and Personality: An International Journal,
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For teachers/educators, it could be recommended that: Kesici, Ş., Baloğlu, M., & Deniz, M. E. (2011). Self-regulated
(1) A review of basic statistics lesson from junior high learning strategies in relation with statistics anxiety. Learning and
school or previous statistics course should be given to Individual Differences, 21(4), 472-477.
the students on the first day of statistics classes. (2)
Liu, S., Onwuegbuzie, A. J., & Meng, L. (2011). Examination of the
The approach of teaching for non-mathematical score reliability and validity of the Statistics Anxiety Rating
strands or degree courses should be less computational Scale. The Journal of Educational Enquiry, 11(1).
in nature than those with mathematical strands or
Macher, D., Paechter, M., Papousek, I., & Ruggeri, K. (2012).
courses. (3) Statistics learning materials should cater to Statistics anxiety, trait anxiety, learning behavior, and academic
the need of visual and auditory learners especially for performance. European journal of psychology of education, 27(4),
blended modality of learning. (4) Antecedents of 483-498.
statistics anxiety were taken into consideration when
Macher, D., Paechter, M., Papousek, I., Ruggeri, K., Freudenthaler,
giving assessments that could describe the statistics H. H., & Arendasy, M. (2013). Statistics anxiety, state anxiety
performance of students. during an examination, and academic achievement. British Journal

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Psych Educ Multidisc J, 2023, 13: 521-530, Document ID:2023 PEMJ1184, doi:10.5281/zenodo.8347408, ISSN 2822-4353
Research Article

of Educational Psychology, 83(4), 535-549. Affiliations and Corresponding Information


McLean, C. P., Asnaani, A., Litz, B. T., & Hofmann, S. G. (2011).
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illness, comorbidity and burden of illness. Journal of psychiatric Saint Mary’s University – Philippines
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Syrene Mae T. Butticon
Mji, A. (2009). Differences in university students' attitudes and
anxiety about statistics. Psychological reports, 104(3), 737-744. Mary Joy S. Mendoza
Saint Mary’s University – Philippines
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Nature, etiology, antecedents, effects, and treatments--a John Carlo F. Armando
comprehensive review of the literature. Teaching in higher Saint Mary’s University – Philippines
education, 8(2), 195-209.
Lady Valen Charon A. Dela Peña
Slack, N., & Norwich, B. (2007). Evaluating the reliability and Saint Mary’s University - Philippines
validity of a learning styles inventory: A classroom-based
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Tugay, T. (2019). Statistics Anxiety in Graduate Studies.


International Journal of Progressive Education, v15 n5 p32-41 2019

Vahedi, S., 2011. “Canonical correlation analysis of procrastination,


learning strategies and statistics anxiety among Iranian female .
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Vitasari, P., Wahab, M. N. A., Othman, A., Herawan, T., &


Sinnadurai, S. K. (2010). The relationship between study anxiety
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