Statistics Anxiety

For this week's lecture, Dr. David Laude focused on the reasons why people often hate statistics by giving his input on how it allows for the better understanding and evaluation of data collected. By illustrating different ways in which people use statistics to reach a conclusion, the professor was able to highlight the way these influence decision-making scenarios. To establish his point, the professor purposely explained statistics with the use of scenarios that would make students attentive on the subject. like the ways in which statistics measures a student’s capabilities to perform in the university.

Statistics refers to the use of numerical information in everyday life to calculate facts and figures in limitless circumstances. In addition, statistics refers to the scientific collecting, classifying, summarizing, organizing, analyzing, and interpreting numerical data. This week the class’s objectives were to apply the steps in testing a research hypothesis, to compare the means of two or more groups, and to calculate the correlation between two variables. Learning Team D’s members have reflected on each of these issues and share their insights on these objectives.

This text proposes to display the results of a study that was conducted by selecting a random sampling of students. Information was gathered and scored about their study habits and their anxiety levels at exam time. The goal was to determine whether or not there was a significant level of correlation between the numbers of hours that students studied in relation to the level of anxiety that the students experienced at exam time. As researchers the aim was to disprove the null hypothesis that states there is no correlation between the two variables and to prove the alternate hypothesis that states that the anxiety at exam time is directly

In researching anxiety, a complex and abstract topic in itself, I first had to significantly limit the scope of my research and identify a common sample population that could speak to the research at large. I chose members of one high school to represent a common body of data, and I chose the Metroplex region for the purpose of accessibility and ease of data collection. Metro High School was investigated in two ways. First, a survey was conducted to quantify data. Then, an interview was designed using a set of predetermined questions to ask a number of students to produce qualitative data. These two elements, quantitative and qualitative results, could encompass the research question in its entirety. Anxiety in itself cannot be

Besides this omission by Kalat, he still provided an accurate and detailed account of the research article written by Ariely and Wertenbroch. This article is essential in understanding procrastination and answered throughly the three questions it posed. 1.) Are people willing to impose deadlines, with substantial consequences if they are not met, on themselves: yes. 2.) Are these self-imposed deadlines actually helpful in improving overall performance:

There is anxiety that is only situational, state anxiety, and anxiety that is general, trait anxiety. Researchers in this study wanted to know if state and trait anxiety could calculate a correlation coefficient with the emotional stroop. They also wanted to identify whether trait or state anxiety would have a stronger association with performance on the emotional stroop. Researchers hypothesized that both state and trait anxiety would be able to be calculated with a strong, positive correlation coefficient and that state anxiety would have a stronger association with performance on the emotional stroop.

I learned first and foremost is that the United States has more young high school graduates than any other nation and have a large population of those enrolling in post-secondary as well. I do believe that this is true because in order to succeed in the US we must have some sort of degree. Other nations teach a trade which is amazing because those are the ones who we contract to fix our homes and businesses. No, most do not have a degree but a certificate in their field of trade. Math anxiety is the feeling of nervousness towards Math and it’s problems during classes and or exams. It normally begins when we are a child and escalates throughout life. By the time we are adults and have not dealt with it, we feel dumb when approached with an issue involving possibly the simplest numbers. Due to this many of us stay within our comfort zone which is away from numbers as long as it’s in a form of a paycheck. Math anxiety is not just a problem in our heads, it can cause us to discontinue taking math classes beyond the requirements. This tends to limit our choices with regard to college or career opportunities. Because we've had a bad past experience we avoid Math at all cost, just like myself. Most people tend to leave school feeling like a failure due to Math. There were many words I came across in the reading which described me and those are:

Among the top five academic anxieties (Test Anxiety ~ Math Anxiety), on the average (mean) of Score, Math Anxiety had the lowest Mean score (Funk, 2009). These results are difficult to believe given Funk's previous research and mention about the majority of adults returning to having such high level of math anxiety upon returning to higher education (Funk, 2009).

The starting pool of participants was 92 undergraduate introductory psychology students. The article did not state how or where they were recruited from, if any compensation was given, age, gender, or any other demographics. The participants were given the Spielberger State-Trait Anxiety Inventory (STAI-Trait). Those who scored above the 80th percentile were rated high anxious and those who scored below the 22nd percentile were rated low anxious. They were also given the Beck

Two important factors of psychology and studying it are statistics and research. This paper will explain what research is and the scientific method. This paper will also explain how research is important to psychology. When a researcher does studies on psychology they receive data from the subjects, they are studying. In any type of research there are two major types of data, they are primary data and secondary data. Data is important to statistics because it is the information a researcher receives from the studies they perform. Statistics puts all the data into a form that many people can understand. Statistics is an excellent way to

Statistics isn’t like any other type of math where you see a lot of x and y but you don’t see where you’re going to actually use it in your day-to-day life. Statistics is surrounding you no matter where you are, or what you’re doing. Even with this being true there’s still an alarming amount of people who don’t know what statisticians are doing to come up with these statistics. The problem with this is, if you don’t know what they should be doing then you don’t know when they are doing it wrong.

More and more students are piling on mountains of stresses and strains on their bodies but more so on their minds by choosing to procrastinate. According to Dr. Ferrari associate professor of psychology at De Paul University in Chicago, he suggests that the “stress or anxiety we feel over long periods of time can lead to more serious situations such as depression and other forms of mental illnesses... that will make our lives much harder to cope with.” The true ramifications of delaying or stalling assignments is putting one's mental health on the line. Students may gain anxiety, and or depression problems because of the exceeding amount of stress and pressure they put themselves under when students defer tasks. Another effect of procrastination is building up unnecessary amounts of stress.

The LAM 106 Statistics course is an intriguing subject that required me to keep an open mind and make good decisions when faced with uncertainty about the data. The learning process this quarter was quite intense. The class had to deal with many different topics that were quite difficult and extensive in content. The module assignments were very in depth and demanded the proper amount of time to analyze and process the material in the chapters. However, I must admit that the concepts that the Professor Kelly introduced in the weekly modules were very informative, challenging, beneficial, and allowed me to achieve my preliminary goals. I understand statistics as a process. I’m aware of the many functions that statistic performs. I understand

According to Semb, Glick and Spencer (1979), the level of procrastination increases as an individual stays longer in universities. It was stated by Ellis and Knaus (1977) that approximately, over 70% of college students engage in this activity. Undergraduates tend to start papers during the last minute; they fail to prioritize what should be accomplished first, and as a result, their academic performance is greatly affected. A detrimental effect on their studies leads to having poor grades and eventually, failure in class (Semb, et.al., 1979).

(Piers Steel, Thomas Brothen, Catherine Wambach 2001) study looks at relationship between procrastination, personality, performance and mood in 152 undergraduates. The study relied on self-evaluations from the participants. The participants first had to complete a