How Gender Difference Affect College Students

Students’ Statistics Anxiety Is Not Strongly Related to Their Gender
Difference.
Quantitative Research Report
Student Details
2020

QUANTITATIVE RESEARCH REPORT 1
Table of Contents
Introduction................................................................................................................................2
Methods......................................................................................................................................3
Participants.............................................................................................................................3
Research Procedure and Ethical Considerations....................................................................4
Measures................................................................................................................................4
Data Analysis.............................................................................................................................5
Box and Whisker Analysis.....................................................................................................5
T-test analysis.........................................................................................................................5
Findings......................................................................................................................................5
Comparative Box and Whisker Plots Analysis Findings:......................................................5
T-test Analysis Findings........................................................................................................7
Conclusions and Implications....................................................................................................7
References..................................................................................................................................9

QUANTITATIVE RESEARCH REPORT 2
Introduction
The researchers, as well as authors, have effectively researched gender difference
among the students in the achievement in a college-level statistics course. Some studies
reflect that anxiety has its influence over different genders and their performance in the
course. The anxiety influences the choice of the students during the course selection, their
performance at exams and also negatively impacts their future career pathways (Rodarte-
Luna & Sherry, 2008). Many researchers have focused on the gender difference as a factor
that influences the performance, but there are certain other factors such as mathematical
knowledge and the student experience that are also required to be considered.
Baloglu (2003) has researched that the anxiety is a controversial point in identifying
the relationship between the statistics and the gender difference, also the research conducted
by him does represent any influence due to the student’s previous mathematical experiences
in the relationship between gender difference and student statistics. Similarly, Rodarte-Luna
and Sherry (2008), found that the student’s statistics anxiety and their learning strategies are
not influenced by the gender difference, however, the gender differences were minimal and
not much supportive. Both articles deny the idea that gender differences have an impact on
the student’s statistics anxiety.
The articles list other factors that are responsible or have more impact on student
statistics anxiety. The factors include procrastination (Rodarte-Luna & Sherry, 2008) and
their previous mathematical experience (Baloglu, 2003). The authors also suggested that
there is a need for further research in this area. Ganley and Vasilyeva effectively focused on
analysing the link between the mathematical anxiety and the student working memory, as a
result, they found that the student's anxiety level is influenced by the working memory as
well as the gender difference and both influences their mathematical performance. The
authors believed that psychologically the female students are more anxious as compared to
the male students, and this anxiety results in the negative impact over the student’s working
memory and results in the poor performance within mathematics (Ganley & Vasilyeva,
2014).
The majority of the research articles that were analysed reflected that the gender
difference contributes towards the student’s statistics anxiety. The data collected also
supports the argument, also comparing the data provides that the male and female difference
is not the only factor contributing towards the anxiety, there are certainly other factors that