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Stochastics and the learning environ...

Illinois Institute of Technology.

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Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students./
作者:	Edelman, Daniel.
面頁冊數:	195 p.
附註:	Adviser: Norman Lederman.
Contained By:	Dissertation Abstracts International68-06A.
標題:	Business Administration, Accounting. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3270901
ISBN:	9780549094067

Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students.
Edelman, Daniel.

Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students. - 195 p.

Adviser: Norman Lederman.

Thesis (Ph.D.)--Illinois Institute of Technology, 2007.

The instructor believed she alleviated statistical anxiety by using humor and intentionally making mistakes. However, researcher observation and student interviews did not discover any humor demonstrated by the instructor.

ISBN: 9780549094067Subjects--Topical Terms:

1020666
Business Administration, Accounting.

Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students.
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245 1 0 $a Stochastics and the learning environment: Recognition and action related to statistics anxiety in accounting and business college students.
300 $a 195 p.
500 $a Adviser: Norman Lederman.
500 $a Source: Dissertation Abstracts International, Volume: 68-06, Section: A, page: 2533.
502 $a Thesis (Ph.D.)--Illinois Institute of Technology, 2007.
520 $a The instructor believed she alleviated statistical anxiety by using humor and intentionally making mistakes. However, researcher observation and student interviews did not discover any humor demonstrated by the instructor.
520 $a This study investigated if an experienced statistics teacher was able to recognize statistics anxiety. To address this question, four issues were explored, including: (1) Did the instructor recognize statistics anxiety? (2) If so, how did the instructor recognize statistics anxiety? (3) If statistics anxiety is present, do students share any common patterns? In addition, what actions, if any did the instructor take to alleviate statistics anxiety? To address these questions, the researcher utilized interviews, survey instruments, and observed an instructor teaching two sections of a basic statistics class in higher education.
520 $a The instructor believed all students in the present study had statistics anxiety. However, correlations between the instructor's ranking of students with anxiety and the Statistical Anxiety Rating Scale suggest the instructor did not recognize statistics anxiety.
520 $a Seventy three percent of the student's interviewed believed the instructor caused or increased their statistics anxiety. Students reported causes of their anxiety include that the pace of the class, the instructor's rules, mistakes, negative statements about statistics, institutional policies, and her inadequate responses to questions.
520 $a The instructor stated that she has unmet high student expectations. The instructor expressed frustration with time constraints, classroom behavior and mathematical inabilities of her students. The instructor believed that she projects a negative image to her students because of classroom management policies and strict enforcement of institutional policy. The instructor expressed frustration about the students and vice versa.
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