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STEM Education and Science Identity Formation

As the world struggles with the COVID pandemic, one question that keeps coming up in conversations
among educators is how to teach students amid the uncertainty. Specifically, the difficulty is with
teaching subjects that require hands-on learning in order to master the concepts and make them one’s
own. Today, however, I would like to pose a different, more global question: How can we help
students identify with science in a deeper, more meaningful way? How can we help students
develop what is known as science identity?

Download: Editorial 2021
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Online First, Vol. 4 Iss. 1

Gender Influence on Statistics Anxiety among Graduate Students

Abstract: The present study was conducted to further explore gender-based differences in the experience of statistics anxiety among graduate students. A sample of 75 graduate students from a mid-sized research university in the southeastern United States were recruited to participate in a survey concerning statistics anxiety. Data were analyzed using multivariate analysis of covariance and discriminant analysis. Using the Statistics Anxiety Rating Scale, students’ statistics anxiety was measured. After accounting for age, the findings revealed a significant gender difference in statistics anxiety. A significant covariate effect of age indicated that older graduate students reported experiencing higher levels of anxiety as compared to their younger peers. Age accounted for 21% of variance in the combined statistics anxiety subscales. Analysis further revealed that males experienced higher levels of anxiety when seeking statistics help from a fellow student or a professor than did females. Implications for the design of statistics courses are discussed.

Download: JRSMTE V3 3 8 EDIRISOORIYA
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