Reducing statistics anxiety using limited teaching resources

Abstract

PurposeStudents in the marketing discipline have been reported to struggle with quantitative methods. This paper aims to focus on whether it is possible to increase student confidence and reduce anxiety with quantitative data analysis even when limited teaching resources are available. It reports on two half-day initiatives to teach quantitative methods that followed the principles of integration of method into a substantive course (as opposed to stand-alone course) and hands-on approach (as opposed to using a theoretical and hands-off approach).Design/methodology/approachOver the course of three semesters, 92 students that took part of the sessions answered a survey where they reported their basic understanding, confidence, practical abilities and anxiety with quantitative methods.FindingsThe results indicate significant improvements in self-reported basic understanding, confidence, practical abilities and anxiety. Further analysis indicated that neither gender nor previous statistical background had an impact on perceived benefit with the initiative.Practical implicationsIn all, the study indicates that integration and hands-on approaches may be beneficial to reduce anxiety and increase confidence with quantitative data analysis, even when this initiative is limited in time and resources.Originality/valueThe study presents an approach to reducing anxiety and increasing confidence with quantitative data analysis. Teaching initiatives like this may be beneficial in situations when students experience high levels of statistics anxiety.