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Impact of a Flipped Instructional Method on Doctoral Students' Levels of Statistics Anxiety

Sat, April 18, 2:45 to 4:15pm, Hyatt, Floor: East Tower - Purple Level, Riverside West


For many doctoral students, the thought of taking a statistics course provokes high levels of statistics anxiety. Evidence suggests that high levels of statistics anxiety can make it difficult for students to learn statistics content and can result in poor course performance. In this study, we investigated the impact of the use of a flipped instructional method on doctoral students’ levels of statistics anxiety during a two-semester intermediate educational statistics course sequence. Results suggested that, on average, doctoral students in the flipped course (n=16) experienced greater declines in anxiety related to the interpretation of statistics and fear of asking for help than the comparison group that completed a non-flipped statistics course (n=17).