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A Study of the Relationships among University Students' Attitudinal Variables and Academic Achievement in Statistics

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Title: A Study of the Relationships among University Students' Attitudinal Variables and Academic Achievement in Statistics
Language: English
Authors: Ernest Larbi (ORCID 0000-0003-3652-5223), Francis Ohene Boateng (ORCID 0000-0003-0197-7385), Mavis Okyere (ORCID 0000-0002-4414-1740)
Source: Journal of Education and Learning (EduLearn). 2026 20(1):56-64.
Availability: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
Peer Reviewed: Y
Page Count: 9
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Academic Achievement, Statistics Education, Mathematics Anxiety, Student Interests, Student Motivation, Mathematics Achievement, College Freshmen, Predictor Variables, Clothing, Foreign Countries, Undergraduate Study
Geographic Terms: Ghana
ISSN: 2089-9823
2302-9277
Abstract: This study investigated the relationship among university students' attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students' attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students' attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students' interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students' anxiety towards statistics.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1495333
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
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  Data: A Study of the Relationships among University Students' Attitudinal Variables and Academic Achievement in Statistics
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  Data: <searchLink fieldCode="AR" term="%22Ernest+Larbi%22">Ernest Larbi</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3652-5223">0000-0003-3652-5223</externalLink>)<br /><searchLink fieldCode="AR" term="%22Francis+Ohene+Boateng%22">Francis Ohene Boateng</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0197-7385">0000-0003-0197-7385</externalLink>)<br /><searchLink fieldCode="AR" term="%22Mavis+Okyere%22">Mavis Okyere</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4414-1740">0000-0002-4414-1740</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Journal+of+Education+and+Learning+%28EduLearn%29%22"><i>Journal of Education and Learning (EduLearn)</i></searchLink>. 2026 20(1):56-64.
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  Data: Institute of Advanced Engineering and Science. C5 Plumbon, Banguntapan, Yogyakarta, 55198, Indonesia. e-mail: edulearn@uad.ac.id; Web site: http://edulearn.intelektual.org/index.php/EduLearn/
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  Data: Y
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  Data: 9
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  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Student+Attitudes%22">Student Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Academic+Achievement%22">Academic Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics+Education%22">Statistics Education</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Anxiety%22">Mathematics Anxiety</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Interests%22">Student Interests</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Motivation%22">Student Motivation</searchLink><br /><searchLink fieldCode="DE" term="%22Mathematics+Achievement%22">Mathematics Achievement</searchLink><br /><searchLink fieldCode="DE" term="%22College+Freshmen%22">College Freshmen</searchLink><br /><searchLink fieldCode="DE" term="%22Predictor+Variables%22">Predictor Variables</searchLink><br /><searchLink fieldCode="DE" term="%22Clothing%22">Clothing</searchLink><br /><searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+Study%22">Undergraduate Study</searchLink>
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  Data: <searchLink fieldCode="DE" term="%22Ghana%22">Ghana</searchLink>
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  Data: 2089-9823<br />2302-9277
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: This study investigated the relationship among university students' attitudinal variables and their achievement in statistics. The study also examined the relative contribution that each variable makes to their academic achievement. The study sample comprised 96 university students. Data were collected using a self-designed questionnaire. The reliability coefficients of the various subscales of the piloted questionnaire exceeded 0.70 and were found good to use. The analysis of the data showed a significant positive correlation among three of the students' attitudinal subscales, namely interest towards statistics and academic achievement (r=0.315, p=0.001), motivation to study the subject and academic achievement (r=0.375, p=0.000) and usefulness of statistics and academic achievement (r=0.268, p=0.004). However, there was a positive low, but insignificant, correlation between anxiety and academic achievement (r=0.218, p=0.084). Further analysis, using multiple regression, showed that all the students' attitudinal variables, except anxiety, made a significant relative contribution to their academic achievement in statistics. It was recommended that lecturers should help to develop students' interest and motivation, educate them on the usefulness of statistics, and also, consciously try and reduce university students' anxiety towards statistics.
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  Data: 2026
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  Data: EJ1495333
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RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 9
        StartPage: 56
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Academic Achievement
        Type: general
      – SubjectFull: Statistics Education
        Type: general
      – SubjectFull: Mathematics Anxiety
        Type: general
      – SubjectFull: Student Interests
        Type: general
      – SubjectFull: Student Motivation
        Type: general
      – SubjectFull: Mathematics Achievement
        Type: general
      – SubjectFull: College Freshmen
        Type: general
      – SubjectFull: Predictor Variables
        Type: general
      – SubjectFull: Clothing
        Type: general
      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Undergraduate Study
        Type: general
      – SubjectFull: Ghana
        Type: general
    Titles:
      – TitleFull: A Study of the Relationships among University Students' Attitudinal Variables and Academic Achievement in Statistics
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            NameFull: Francis Ohene Boateng
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            NameFull: Mavis Okyere
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              Type: published
              Y: 2026
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            – TitleFull: Journal of Education and Learning (EduLearn)
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