Developing evidence-based guidelines to reduce statistics anxiety among university students

School: Philosophy, Psychology and Language Sciences

Team: Dr Josiah King, Dr Umberto Noe, Dr Emma Waterston, Dr Aja Murray, Dr Tom Booth

Abstract

Statistics is a fundamental component of various higher education degrees, including both STEM and non-STEM subjects. However, many students experience anxiety around statistics, which can have a significant negative impact on their engagement, learning and overall wellbeing at university. While research has identified multiple individual, situational, and broader contextual factors associated with statistics anxiety, there has been little effort to translate this knowledge into practical interventions to reduce students' statistics anxiety. The purpose of the present project is to co-produce a set of general statistics teaching policy guidelines that are applicable across subject areas to promote student confidence and reduce statistics anxiety. The development of these guidelines will draw on a narrative review; a series of focus groups with undergraduate and postgraduate students from both STEM and non-STEM subjects; and a large-scale survey of students on statistics courses across a broad range of institutions and degree programmes. 

To achieve this, we will leverage the team's connections with statistics teaching centers, networks, and staff members within the university and other academic institutions. The guidelines will be disseminated through relevant conferences and journal articles to promote their adoption by educators and educational institutions. The anticipated outcome of this project is a set of practical, evidence-based guidelines that can be implemented across various subject areas to reduce students' statistics anxiety and promote their confidence and engagement in statistics courses. By reducing statistics anxiety, students can focus on their learning and achieve their full potential in their studies.