Investigating the impact of rich media resources on students’ self-efficacy, statistics anxiety, and performance

Jawad, Rahma (2024) Investigating the impact of rich media resources on students’ self-efficacy, statistics anxiety, and performance. Doctoral thesis (EdD), Manchester Metropolitan University.

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Abstract

This research study explores the relationship between students' statistics anxiety, their self-efficacy, and their use of rich media resources in the sphere of statistics education. The research posits the potential for digital tools to transform student experiences and enhance learning. Utilizing an emergent mixed-methods approach, the study combines quantitative techniques, such as MANOVA and independent T-tests, with qualitative methods like multimodal journaling, to record students' e-learning experiences and examine differences in their levels of statistical anxiety, efficacy, and performance when engaging with rich media resources. The study design recognizes that tacit modalities – subtle, often overlooked aspects of engagement – play a critical role in students' interactions with rich media resources, and these modalities are integral to creating sensorial, affective, and embodied meaning. This doctoral study is evolving in nature, welcoming emerging research questions, theoretical frameworks, and methodologies that emerged during the investigation. Guided by actor–network theory (ANT), this dynamic approach allows for diverse avenues of inquiry, engaging with various actors – both human and non-human. By employing ANT, I explore the complex relationships and interactions among students, technologies, and educational environments, shedding light on the role of each actor in shaping e-learning experiences. This research dives into the complex relationships and interactions within the network comprising students, technologies, and educational environments. It provides insights into some of the conditions that could potentially foster an effective learning environment capable of mitigating statistics anxiety, enhancing self-efficacy, and promoting student engagement and perseverance in learning statistics. The research, however, refrains from making direct assertions about performance. It proposes that rich media resources can serve as a safety net, aiding students in their journey through learning statistics, thereby redefining traditional boundaries of learning.