Relationship among university student’s statistical anxiety, attitude towards learning statistics and academic achievement

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dc.contributor.authorFeroza Tariq
dc.date.accessioned2025-12-08T11:44:02Z
dc.date.available2025-12-08T11:44:02Z
dc.date.issued2024
dc.description.abstractThis study investigates the relationship among statistical anxiety, attitudes toward learning statistics, and academic achievement in university students, with a focus on the Pakistani higher education context. A correlational research design, data were gathered from 350 students from various disciplines using the Statistics Anxiety Rating Scale (STARS) Cruise et al., (1985) and the Survey of Attitudes towards Statistics (SATS-36©) Candace et at (1995). A range of statistical analyses, including descriptive statistics, independent samples t-tests, ANOVA, and Pearson correlation, were performed to explore relationships and demographic influences. The results indicate significant correlations between statistical anxiety and academic performance, as well as student’s attitudes toward statistics. Furthermore, factors such as gender, age, and educational background were found to affect anxiety levels and attitudes. The study highlights the importance of promoting positive attitudes to alleviate anxiety and improve academic success in statistics courses. These findings contribute to the creation of targeted educational strategies designed to enhance student learning outcomes in data driven fields and enrich the overall higher education experience.
dc.identifier.urihttps://escholar.umt.edu.pk/handle/123456789/15403
dc.language.isoen
dc.publisherUMT Lahore
dc.titleRelationship among university student’s statistical anxiety, attitude towards learning statistics and academic achievement
dc.typeThesis
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