Psychology Assignment: Statistic Anxiety Based On Traditional & Non-Traditional Student

Question

Task: Prepare a research report on psychology assignmenton the topic “Statistic anxiety based on traditional and non-traditional student”.

Answer

Abstract
This study prepared within the psychology assignment deals with the statistics anxiety which is based on the type of student: traditional or non-traditional. This will have an understanding on how different types of students have different anxiety levels. This will also help in figuring out about the factors which are responsible for anxiety levels and what can be done to reduce the anxiety levels. It will also help in studying the anxiety level of the international students.

Introduction
The statistic anxiety can be defined as the anxiety feeling which is encountered by taking a statistics course as well as by doing a statistical analysis. This analysis includes data gathering, data processing as well as interpreting of the data. Most of the students suffer from statistic anxiety to some of the extent. The students who are over the age of 25 have greater anxiety issues than the young generation(Arjomandi, 2018). Also, STARS which is the statistics anxiety rating scale can be administered to a group of statistics students, to some of the traditional students and to some of the non traditional students. Significant difference is found in the six factors which are identified by the given test. A lot of significant difference can be noted while comparing the grades finally of the two groups as well as with the correlation coefficients(Carreira, 2021). The study can investigate by a number of variables who believe to influence the achievement. The sample of students is investigated on the affective measures like the attitude on the learning statistics, the motivational intensity as well as the anxiety which is experienced in the statistics course. With the measures of achievement present in the course, the performance measures will be based on the mathematics as well as psychological university course(Wardley, 2013). The structural equation model which is related to the achievement in the course related to inventory can be tested. The structural model is based on the Gardner socio educational model of the second language learning. Both the motivation as well as the aptitude will combine to predict the achievement of the statistics and can also be suggested by the lalonde and Gardner. There will be a direct link present between the anxiety as well as the achievement in the statistics(Brändle, 2017).

Method
The STAR method which is the statistics anxiety rating scale can be used a bunch of students who are beginning business student which is also having 21 non traditional students and a hundred traditional students. Both of the groups are compared based on six factors. The first is worth of statistics, the interpretation of the anxiety, the third is testing the class anxiety, the next will be computation of anxiety, the next will be fear of asking the questions, and the last will be fear of statistics teachers(Chung, 2017). The two groups are compared on the final course grades and the correlation coefficient present between the various factors as well as the final grades.

Result
The major result of the study showcases the non - traditional student generally differs from the traditional student considering one of the total six factors which are revealed by the STARS. The teachers must be aware about the difference present between the traditional as well as the non traditional student and also about the perception about the teachers. Efforts must be made to decrease the anxiety on the students who are generally threatened by the same. The teachers must also be aware about the negative correlation present between the final grades as well as different factors of the STARS in the statistics anxiety of the students. Also, the studies showcase there is more statistics anxiety in the international students than the domestic students. Also, students with summer course in the accelerated time also showcase a higher score on the statistics anxiety as compared with the student who took a 16-week semester course(Patterson, 2018). The teachers must develop training strategies which will be able to help highly anxious students. One of the method is to remove the time constrain when they are tested. This will also help the students to reach a full potential. Another factor which can help counteract fear will be by distributing the old copies of the old tests. Conversation patterns as well as encouraging questions can decrease fear. Collaborative testing is useful for statistical analysis(Francois, 2014). Fast feedback proves positive in dealing with statistical analysis. Gender also plays a role in statistical anxiety. Females tend to flourish in a single sex classroom. Mathematical self concept in a single sex classroom increases and it decreases in a co Ed classroom.

Discussion
The non traditional students generally score high which indicate more anxiety. The non traditional students scored high on the four of the factors. the only factor where the traditional student score high showing more anxiety is one factor out of 6 which indicate more anxiety. The additional experience of the non traditional student will contribute to small difference. The traditional group is considered to score significantly high and the non-traditional students showcased low grades(Olokundun, 2018). Also, the statistical anxiety cannot be considered as the only cause for lower grades. Also, getting away from the mathematics classroom also cause the non traditional student for earning low grades. The family responsibilities can also offer additional explanation. Also, comparing the correlation coefficient between the six factors as well as the final grades will showcase a lot of relationships.

Considering the correlation factor 6 between the final grades of the non-traditional students. The moderate negative correlation here means the anxiety increases and the final grade will decrease. This kind of correlation coefficient is also considered as significant. Significant correlation will exist when considering the relationship present between the final grades as well as two of the six factors.

References
Arjomandi, A., Seufert, J. H., O'Brien, M. J., & Anwar, S. (2018). Active teaching strategies and student engagement: A comparison of traditional and non-traditional business students.
Brändle, T. (2017). How availability of capital affects the timing of enrollment: the routes to university of traditional and non-traditional students. Studies in Higher Education, 42(12), 2229-2249.
Brändle, T., &Lengfeld, H. (2017). Drifting apart or converging? Grades among non-traditional and traditional students over the course of their studies: a case study from Germany. Higher Education, 73(2), 227-244.
Carreira, P., & Lopes, A. S. (2021). Drivers of academic pathways in higher education: Traditional vs. non-traditional students. Psychology assignmentStudies in Higher Education, 46(7), 1340-1355.
Chung, E., Turnbull, D., & Chur-Hansen, A. (2017). Differences in resilience between ‘traditional’and ‘non-traditional’university students. Active Learning in Higher Education, 18(1), 77-87.
Francois, E. J. (2014). Motivational orientations of non?traditional adult students to enroll in a degree?seeking program. New Horizons in Adult Education and Human Resource Development, 26(2), 19-35.
Olokundun, M., Moses, C. L., Iyiola, O., Ibidunni, S., Ogbari, M., Peter, F., &Borishade, T. (2018). The effect of non traditional teaching methods in entrepreneurship education on students entrepreneurial interest and business startups: A data article. Data in brief, 19, 16-20.
Patterson, C., Perlman, D., Taylor, E. K., Moxham, L., Brighton, R., & Rath, J. (2018). Mental health nursing placement: A comparative study of non-traditional and traditional placement. Nurse education in practice, 33, 4-9.
Wardley, L. J., Bélanger, C. H., & Leonard, V. M. (2013). Institutional commitment of traditional and non-traditional-aged students: a potential brand measurement?. Journal of Marketing for Higher Education, 23(1), 90-112.