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Learning statistics using concept ma...

Cravalho, Patrick F.

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Learning statistics using concept maps: Effects on anxiety and performance.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Learning statistics using concept maps: Effects on anxiety and performance./
Author:	Cravalho, Patrick F.
Description:	96 p.
Notes:	Source: Masters Abstracts International, Volume: 49-02, page: 1412.
Contained By:	Masters Abstracts International49-02.
Subject:	Education, Educational Psychology. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1482535
ISBN:	9781124271972

Learning statistics using concept maps: Effects on anxiety and performance.
Cravalho, Patrick F.

Learning statistics using concept maps: Effects on anxiety and performance. - 96 p.

Source: Masters Abstracts International, Volume: 49-02, page: 1412.

Thesis (M.A.)--San Jose State University, 2010.

The aim of this thesis was to study the use of concept mapping in an undergraduate statistics course in order to examine the effects on statistics anxiety and academic performance by means of a two-group quasi-experimental design. Two undergraduate statistics classes were recruited for this study with one serving as the treatment (concept map) group and one serving as the control (standard instruction) group. It was hypothesized that the use of concept mapping would decrease the statistics anxiety and improve the academic performance of students in the concept map group when compared with the control group. The statistics anxiety of the concept map group decreased more than that of the control group over the course of the semester, but the group differences in anxiety were not found to be statistically significant. The academic performance of both the concept map and control groups remained relatively stable throughout the course of the semester, and the groups did not significantly differ on academic performance measures. Significant differences were found between the concept map and control group on the interpretation anxiety subscale of the statistical anxiety measure used in this study and between the proficient and non-proficient concept map user scores on the computational section of the third academic performance measure. The study hypotheses were not supported. It is suggested that future research include less concept map training, more specific instruction for concept map creation, and investigation of particular student groups.

ISBN: 9781124271972Subjects--Topical Terms:

1017560
Education, Educational Psychology.

Learning statistics using concept maps: Effects on anxiety and performance.
LDR:02523nam 2200301 4500 001 1404502
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020 $a 9781124271972
035 $a (UMI)AAI1482535
035 $a AAI1482535
040 $a UMI $c UMI
100 1 $a Cravalho, Patrick F. $3 1683828
245 1 0 $a Learning statistics using concept maps: Effects on anxiety and performance.
300 $a 96 p.
500 $a Source: Masters Abstracts International, Volume: 49-02, page: 1412.
500 $a Adviser: Ronald F. Rogers.
502 $a Thesis (M.A.)--San Jose State University, 2010.
520 $a The aim of this thesis was to study the use of concept mapping in an undergraduate statistics course in order to examine the effects on statistics anxiety and academic performance by means of a two-group quasi-experimental design. Two undergraduate statistics classes were recruited for this study with one serving as the treatment (concept map) group and one serving as the control (standard instruction) group. It was hypothesized that the use of concept mapping would decrease the statistics anxiety and improve the academic performance of students in the concept map group when compared with the control group. The statistics anxiety of the concept map group decreased more than that of the control group over the course of the semester, but the group differences in anxiety were not found to be statistically significant. The academic performance of both the concept map and control groups remained relatively stable throughout the course of the semester, and the groups did not significantly differ on academic performance measures. Significant differences were found between the concept map and control group on the interpretation anxiety subscale of the statistical anxiety measure used in this study and between the proficient and non-proficient concept map user scores on the computational section of the third academic performance measure. The study hypotheses were not supported. It is suggested that future research include less concept map training, more specific instruction for concept map creation, and investigation of particular student groups.
590 $a School code: 6265.
650 4 $a Education, Educational Psychology. $3 1017560
650 4 $a Psychology, Experimental. $3 517106
690 $a 0525
690 $a 0623
710 2 $a San Jose State University. $b Psychology-Experimental. $3 1681528
773 0 $t Masters Abstracts International $g 49-02.
790 1 0 $a Rogers, Ronald F., $e advisor
790 1 0 $a Laraway, Sean $e committee member
790 1 0 $a McVey, Mary $e committee member
790 $a 6265
791 $a M.A.
792 $a 2010
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=1482535