Abstract
ABSTRACTThe Impact and Interaction Effects of Prerequisite Course Type on Quantitative Research Methods Performance after Controlling for Mathematics Anxiety, Statistics Anxiety, and Task Presentation/Performance
By Dee William Bailey, EdD
Purpose. The purpose of this quantitative, correlational study is to determine the impact of prerequisite course type on student final quantitative research methods final grade after controlling for mathematics anxiety, statistics anxiety, and task presentation/performance. The additional purpose is to determine if there are significant interaction effects for mathematics anxiety, statistics anxiety, and task presentation/performance on the relationship between prerequisite course type and student final quantitative research methods final grade.
Theoretical Framework. The theoretical framework for this study is based on attentional control theory. Within attentional control theory, the goal-directed attentional system, which allows people to keep their attention on a particular goal, is impaired when people experience a threat-related anxiety. Additionally, when threat-related stimuli are encountered and anxiety is experienced, it not only impairs the goal-directed attentional system, but shifts (increases) control to the stimulus-driven attentional system.
Methodology. Secondary data for eight quantitative research methods psychology courses was investigated to determine if there were significant relationships and interactions for: mathematics anxiety, statistics anxiety, task presentation/performance, and prerequisite course type with the dependent variable final course grade.
Findings and Conclusion. This study found that there were no significant correlations or interactions between all four predictor variables and the dependent variable of final course grade.
Recommendations. For further investigation, it is recommended that an interval/ratio dependent variable is used for the purpose of analyzing the data with a parametric statistical test. Also, it is recommended that a physiological measure of anxiety, such as cortisol levels, should be used in conjunction with self-report measures of anxiety.