That fear of digital tools can undermine learning made me think about a topic that I encountered in a previous pedagogics course. Quant-phobia or statistical anxiety are terms describing how some students get mentally blocked when they see equations, calculations, or numbers.

According to a study of US humanities, 75-80% of the students experience that their anxiety towards statistics courses has a negative impact on their learning (Pan and Tang, 2004). Desai (2006) describes quant-phobia among US students of Public Policy and Management as follows:

“Most of our students approach methods courses, particularly quantitative methods, with a sense of dread and trepidation.” (p.13)

In a study of business students, Abbott (1993) writes that

“…some students inevitably get caught up in the numbers and cannot see the logic behind the maze.” (p.1)

Solutions

Is there a parellel between statistical and digital anxiety? Quant- and tech-phobia? Possibly they are triggered in the same part of our brain — I don’t know! Nevertheless, it may be useful for us to consider the ideas on how to reduce statistical anxiety:

• Create an open, accepting, and friendly learning environment. The teacher’s personality, attitude, and sense of humour goes a long way.
• Be aware of and analyse the students’ values, attitudes, and expectations. Understanding the starting point is key to handle the frustration.
• Utilise mini-essays, real-world examples, and games to make the subject matter more accessible.

It strikes me that this advice resonates strongly with the first few weeks of ONL181!

 

References

• Abbott, J. (1993). Quantitative Critical Thinking. College Teaching, 41(3), s.92-.
• Desai, A. (2006). Teaching Quantitative and Analytical Methods. Conference paper, Ohio State University.
• Pan, W. och Tang, M. (2004). Students’ Perceptions on Factors of Statistics Anxiety and Instructional Strategies. Journal of Instructional Psychology, 32, s.205-214.