Dan's Research Poster FL Innovation Summit

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Abstract
•An innovative educational method addresses statistics anxiety
by seamlessly merging collaborative problem-solving with
theory comprehension. This inventive strategy, not only
demystifies statistics and the software, but also empowers
doctoral students to evolve into skilled researchers, cultivating
a fresh appreciation for the intricacies of research and
statistical analyses.
Introduction
•Students must comprehend statistical theories, formulas, and
the processes in statistical methods, not merely perform
calculations using software (SPSS). This understanding reduces
intimidation (Onwuegbuzie & Wilson, 2003).
•Gradual release strategy: Flipped classroom approach begins
with students learning independently, then online through
discussions of each statistic's underlying theories. Initial micro-
lectures and class-wide discussions clarified formulas, and
students collaboratively solved statistical problems. This
process occurred synchronously online or in physical or virtual
classrooms, depending on the mode of instruction. Using online
whiteboards like Jamboard facilitated virtual instruction.
Literature Review
• “The trouble with numbers is that they frighten a lot of
people” (Leslie W. Rodger, as quoted in
Diamantopoulos, Schlegelmilch, & Halkias, p. xxi, 2023).
Statistics anxiety is a well-researched topic and
generally the genesis spawned from two culprits
including test anxiety and content anxiety
(Onwuegbuzie & Wilson, 2003).
Methods
•The strategy involved collaborative problem-solving on whiteboards, followed by learning
software analysis alongside manual problem-solving. This approach helped students understand
the software's processes behind the formulas.
•Engaging graduate students in collaborative learning where they write and collectively solve
complex statistical analyses, cultivated confidence, not only in mathematical aspects, but in the
transition to software analysis. When students clicked through software selections (SPSS), they
comprehended the internal processes, demystifying the software. This approach brought
students closer to the data, enhanced skill expertise, and fostered in-depth understanding.
•Beyond statistical theory, students need to learn when and how to use specific statistical tools
and interpret results. When statistics become less intimidating, students appreciate the wide-
reaching applications and benefits of their new knowledge and skills. Understanding when to use
each statistic and selecting the most appropriate one becomes clear.
Results
This approach, centered on demystifying research through refined andragogy with flipped
classrooms, collaborative problem-solving, and online software data analysis activities, can
extend beyond the statistics classroom to other complex concepts.
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Conclusion
•Involving students with completing complicated statistical
analyses by hand without support is not tantamount to
sustainable understanding and certainly not mastery.
•Students need to work through the formulas collaboratively, with
faculty support, and then learn how to perform each statistic
utilizing software.
•This process yielded improved mastery of the statistical processes
themselves and decreased intimidation factors. Building efficacy
prior to using statistical software aided understanding into the
processes and brings less intimidation (Onwuegbuzie, & Wilson,
2003).
Implications
• Sessions shifted mental paradigms of students and raised interest
and efficacy with quantitative methodology.
• Strategy and concepts could extend beyond the research
classrooms into other complex genres within STEM.
• Any concept or equation that is intimidating to students and that
can be solved on a whiteboard would work for this strategy as it
is centered around removing the overwhelming anxiety through
the power of collaborative problem solving.
Acknowledgements
Eadens, D.W., & Eadens, D.M. (2023). Demystifying Statistics for
Doctoral Students in Education Using Collaborative
Whiteboards. In deNoyelles, A., Bauer, S., & Wyatt, S. (Eds.),
Teaching Online Pedagogical Repository (TOPR). Orlando, FL:
University of Central Florida Center for Distributed Learning.
https://tinyurl.com/389u6u42
Addressing the Challenge of Statistical Anxiety: A Transformative Approach
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Daniel Eadens
University of Central Florida
College of Community Innovation and Education
Educational Leadership & Higher Education Department
Email Address: Daniel.Eadens@ucf.edu or deadens@gmail.com
Selected References
Amirian, S. M. R., & Abbasi-Sosfadi, S. (2021). Fear of
statistics among TEFL postgraduate students.
Eurasian Journal of Applied Linguistics, 7(1), 202-
221.
Diamantopoulos, A., Schlegelmilch, B. B., & Halkias,
G. (2023). Taking the fear out of data analysis.
Books.
Kuang, Xun, approximately 818 CE, English translation
from 1929. “The Teachings of the Ru -Book 8.”
Onwuegbuzie, A. J., & Wilson, V. A. (2003). Statistics
Anxiety: Nature, etiology, antecedents, effects,
and treatments–a comprehensive review of the
literature. Teaching in higher education, 8(2), 195-
209.
Steinberg, W. J. (2020). Statistics Alive! Third Edition.
Sage Publications, Inc.
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