出版社
TAYLOR & FRANCIS LTD
DOI: 10.1080/0020739X.2022.2059716
关键词
Mindfulness module/intervention; anxiety; teaching statistics; global pandemic; student satisfaction; methodological approach; acceptance and commitment therapy (ACT); statistics anxiety; tertiary; COVID-19
This study successfully reduced students' statistics anxiety and improved their learning performance during the global pandemic by adopting a novel teaching method. By incorporating interactive web-based mindfulness intervention and information pack sections into the Learning Management System, most students showed significant improvements in understanding statistical concepts and utilizing SPSS software.
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.
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