Tackling the Anxiety of Learning Statistics: The Mystery of the Red Envelope

Autor/inn/en	Robinson, Melanie A.; Soublière, Jean-François; Agogué, Marine; Grégoire, Denis A.; Rua, Tuvana; Plourde, Yves
Titel	Tackling the Anxiety of Learning Statistics: The Mystery of the Red Envelope
Quelle	In: Decision Sciences Journal of Innovative Education, 21 (2023) 3, S.167-176 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Robinson, Melanie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1540-4595
DOI	10.1111/dsji.12294
Schlagwörter	Anxiety; Statistics Education; Graduate Students; Management Development; Methods Courses; Research Methodology; Teaching Methods; Research Projects; Research Training; Educational Principles; Self Efficacy; Game Based Learning; Learner Engagement; Instructional Effectiveness + Suchen Sie Ihr Suchwort? Angst; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Methodisch-didaktische Anleitung; Research method; Forschungsmethode; Teaching method; Lehrmethode; Unterrichtsmethode; Forschungsvorhaben; Bildungsprinzip; Self-efficacy; Selbstwirksamkeit; Unterrichtserfolg
Abstract	Most graduate programs in management require students to carry out a substantive research project. However, few management students have a comfortable command of the statistical techniques needed to realize such quantitative projects. This can lead to student anxiety and stress, which challenges instructors to devise ways to build students' self-efficacy with statistical analysis. Drawing on game-based learning principles, we developed an exercise to help students in a graduate-level research methods course practice these statistical techniques. Designed around a series of four gamified challenges, students perform basic statistical analyses (correlations, t-tests, and simple linear regression) to solve puzzles and unlock a reward hidden in a mysterious red envelope. We used the exercise on seven occasions (five times in the methods course and twice in a graduate program preparatory course). After launching it in fall 2021, we observed that students were engaged and enthusiastic about the exercise. To ascertain its effectiveness more systematically, we collected data in five subsequent sections using a pretest/posttest design (N = 84) which showed that perceptions of statistics self-efficacy increased following the exercise. We conclude by suggesting that our exercise can be tailored to other learning contexts such as management and statistics-centered courses. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01