Action Research on Understanding Statistics Learning Difficulties

• In Event: AERA Graduate Student Research in Progress Roundtable Session Three
  In Roundtable Session: Resources and Challenges for Mathematics and Statistics Learning in Higher Education (Table 14)

Abstract

Statistics cannot be viewed as a subfield of mathematics. While mathematics is a pure science, statistics is an applied science. Gauging the statistics learning difficulties is crucial for understanding critical issues associated with statistics teaching and learning in classroom settings. Previous studies have demonstrated how to deal with mathematics learning difficulties and provide suggestions to improve mathematics teaching and learning experiences. However, there is still a general paucity of educational research studies on statistics learning struggles. This study aims to examine the causes of fear in introductory statistics courses and provide a potential solution to reduce statistics learning struggles. Our results show that students enter compulsory introductory statistics courses with much fear related to previous mathematics learning experiences. Nonetheless, statistics anxiety differs from mathematics anxiety. Students who reported previous struggles in algebra or geometry class continue to excel and perform exceptionally in statistics learning throughout the structure of our course design.

Author

• Jie Shi Liew, Southern Illinois University - Carbondale
  Presenting Author