Reducing statistics anxiety for psychology students during the global pandemic: a methodology approach

Abstract

Statistics anxiety is a significant problem for students’ learning experience in the psychological sciences. This article explores a novel teaching methodological approach during the global pandemic to improve students’ performance by reducing their statistics anxiety. The subject design and teaching methodological approach were developed based on twenty years of experience taking into consideration the student feedback, while its implementation was aligned with the 5-E’s Victorian Teaching and Learning pedagogical Model (VTLM). Moreover, to reduce the statistics anxiety, two sections were embedded in the Learning Management System of the subject: (1) an interactive web-based mindfulness intervention and (2) a head-start ‘Ready, Set, Go’ information pack. The implementation of these approaches resulted in a better understanding of statistical concepts and utilization of the SPSS software by the majority of the students (80% pass-rate). Consequently, a 6% increase in pass rates and an average of 32% increase in satisfaction scores for each item in the university central survey were observed. While the uniqueness of the first year of COVID-period makes comparisons difficult, it is matched by the urgency of the need for effective interventions to support student success.

KEYWORDS:

• Mindfulness module/intervention
• anxiety
• teaching statistics
• global pandemic
• student satisfaction
• methodological approach
• acceptance and commitment therapy (ACT)
• statistics anxiety
• tertiary
• COVID-19

Disclosure statement

No potential conflict of interest was reported by the authors.