Econometric Evidence on Statistical Anxiety of Engineering Students during the New Normal Setup

Emily L. Casinillo, Eusebio R. Lina, Jr., Leomarich F. Casinillo, Paulo G. Batidor, Meralyn R. Lebante
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引用次数: 1

Abstract

Students' anxiety is one of the hindrances to good academic achievement due to its adverse impact on cognitive attitudes. This study aimed to ascertain the impact of socio-economic profile and learning experiences that are affected by the COVID-19 pandemic concerning students' anxiety in learning statistics. The study used descriptive measures and econometric models to elucidate the anxiety level and its predictors of engineering students in a state university. Result reveals that the mean students' perception score for their anxiety level is 34.19 (SD=4.94) and is classified as "anxious". This implies that students are experiencing uncomfortable moments and distressing learning behavior due to the adverse impact of the pandemic on the educational system. The econometric model reveals that older and female students are more anxious about learning statistics online. Findings showed that the level of difficulty and less creativity in statistics lessons contributes to the anxiety level of students. In conclusion, instructors/professors must motivate their students and build their interest in learning statistics by giving them realistic and enjoyable activities that suit online education. Furthermore, instructors/professors must undergo training that develops and improves their teaching strategies in statistics to become competitive educators in online learning amid the pandemic.
新常态下工科学生统计焦虑的计量经济学证据
学生的焦虑对认知态度产生不利影响,是取得良好学业成绩的障碍之一。本研究旨在确定受新冠肺炎疫情影响的社会经济状况和学习经历对学生学习统计焦虑的影响。该研究采用描述性测量和计量经济学模型来阐明州立大学工程系学生的焦虑水平及其预测因素。结果表明,学生对焦虑水平的感知得分平均为34.19(SD=4.94),属于“焦虑”。这意味着,由于疫情对教育系统的不利影响,学生们正在经历不舒服的时刻和痛苦的学习行为。计量经济学模型显示,年长和女性学生对在线学习统计数据更加焦虑。研究结果表明,统计学课程的难度和创造力降低会导致学生的焦虑水平。总之,教师/教授必须激励学生,通过为他们提供适合在线教育的现实和愉快的活动来培养他们对学习统计学的兴趣。此外,讲师/教授必须接受培训,以发展和改进他们的统计学教学策略,从而在疫情期间成为在线学习的有竞争力的教育工作者。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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