View of Statistical Anxiety from Gender Perspective of State Islamic Religious College Students in Indonesia

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Gender in Terms of Statistical Anxiety

Statistical Anxiety from Gender Perspective of State Islamic Religious College Students in Indonesia

Deni Iriyadi

Universitas Islam Negeri Sultan Maulan Hasanuddin Banten, Serang, Indonesia E-mail: [email protected]

*Corresponding author, email: [email protected]

license (https://creativecommons.org/licenses/by-sa/4.0/)

Accepted: 05 October 2022 Revised : 13 December 2022 Published: 25 December 2022

ABSTRACT

This study aims to see the condition of statistical anxiety in terms of the gender of PTKIN students. Considering that State Islamic Religious Higher Education (PTKIN) students generally do not have a strong mathematical background, it is deemed necessary to examine how the statistical anxiety of students who do not have a strong mathematical knowledge is considered.

Objective. Statistical anxiety is related to students' view of statistical learning, which is regarded as difficult for those who do not have strong mathematical background knowledge. Method. This study is a quantitative study with a comparative design that compares the statistical anxiety of PTKIN students based on a gender perspective. The sample number in this study was 479 respondents from PTKIN from 3 regions of Indonesia, namely the western, central, and eastern parts. The sampling technique used was cluster random sampling from three Indonesia regions. Measurement of statistical anxiety using the Statistical Anxiety Scale (SAS) instrument developed by Pretorius

& Norman is divided into three aspects with 17 statements. Result. The results showed differences in statistical anxiety based on the gender perspective of PTKIN students. Conclusion. The difference is due to differences in views between men and women responding to something. Women tend to have a more specific idea of things than men. This causes women to end to be more anxious than men. Moreover, in general, PTKIN students do not have a strong background of exact knowledge.

Keywords: statistical anxiety; gender; Islamic Religious College.

ABSTRAK

Penelitian ini bertujuan untuk melihat kondisi kecemasan secara statistik ditinjau dari jenis kelamin mahasiswa PTKIN. Mengingat mahasiswa Perguruan Tinggi Agama Islam Negeri (PTKIN) umumnya tidak memiliki latar belakang matematika yang kuat, maka dipandang perlu untuk mengkaji

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bagaimana kecemasan statistik mahasiswa yang tidak memiliki pengetahuan matematika yang kuat dipertimbangkan. Objektif. Kecemasan statistik terkait dengan pandangan siswa terhadap pembelajaran statistik yang dianggap sulit bagi mereka yang tidak memiliki latar belakang pengetahuan matematika yang kuat. Metode. Penelitian ini merupakan penelitian kuantitatif dengan desain komparatif yang membandingkan kecemasan statistik mahasiswa PTKIN berdasarkan perspektif gender. Jumlah sampel dalam penelitian ini adalah 479 responden dari PTKIN yang berasal dari 3 wilayah Indonesia yaitu bagian barat, tengah, dan timur. Teknik pengambilan sampel yang digunakan adalah cluster random sampling dari tiga wilayah Indonesia. Pengukuran kecemasan statistik menggunakan instrumen Statistical Anxiety Scale (SAS) yang dikembangkan oleh Pretorius & Norman dibagi menjadi tiga aspek dengan 17 pernyataan. Hasil. Hasil penelitian menunjukkan perbedaan kecemasan statistik berdasarkan perspektif gender mahasiswa PTKIN. Kesimpulan. Perbedaan tersebut disebabkan adanya perbedaan pandangan antara laki-laki dan perempuan dalam menyikapi sesuatu. Wanita cenderung memiliki gagasan yang lebih spesifik tentang berbagai hal daripada pria. Hal ini menyebabkan wanita pada akhirnya menjadi lebih cemas dibandingkan pria. Apalagi pada umumnya mahasiswa PTKIN tidak memiliki latar belakang pengetahuan eksakta yang kuat.

Keywords: kecemasan statistik; jenis kelamin; Perguruan Tinggi Agama Islam

1. INTRODUCTION

Curious minds want to learn more about the world by studying statistics. All current statistical methods rely on some kind of mathematical formula or understanding.

As a subfield of mathematics, statistical significance may also be assessed here. Research, decision-making, estimating techniques, and related technologies, are all used in statistics, which is seen as a multi-disciplinary science (Koparan and Guven 2014). A researcher researching an important topic must also make it a priority to monitor the relevant literature, analyze its data, and understand the research being carried out. As a direct consequence, statistical analysis is recognized as an instrument that complements scientific study. In addition, researchers who carry out scientific inquiries are expected to know research methodology and statistical processes.

Statistics is a science that students need as prospective researchers to complete their final project. The statistics course is a must to take in almost any educational program in social sciences, economics and education sciences, where it is invaluable to know statistics. However, statistics course is a negative experience for most students, especially students who do not have mathematical solid knowledge (Collins and Onwuegbuzie 2007; Nazliati, Sari, and Fitriani 2019). Anxiety over any class has a detrimental influence on achieving the targeted learning goals, making the session seem more difficult than it is. In other words, anxiety is a negative state that has a detrimental impact on academic performance (Tutkun 2019). In addition, anxiety is a condition that

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manifests itself physiologically, which negatively affects academic achievement (Eshet, Steinberger, and Grinautsky 2021). Taking statistics courses or doing statistical analysis, which involves data collection, processing, and interpretation, is "statistical anxiety".

(Chew, Dillon, and Swinbourne 2018). The causes of statistical anxiety are often divided into three categories: dispositional, situational, and environmental. (Baloğlu 2003; Cui et al. 2019). Dispositional variables include psychological and emotional attributes like attitudes toward perceptual statistics and learning methods. Other examples of dispositional variables are personality types. The statistics course itself creates direct reasonsforf statistical anxiety.

In contrast, situational factors that contribute to statistical anxiety include the statistics teacher, the nature of the statistics course, and the lack of reciprocity shown by the statistics instructor. Some environmental factors include a person's gender, age, ethnicity, academic major, and amount of prior experience with mathematics. Gender is one of the environmental elements that might affect statistical anxiety. Several studiet have been done related to anxiety involving gender such as those conducted by (Hill et al. 2016). Hill researched math anxiety at the high school level. This study's results indicate that anxiety is related to gender differences. Research conducted by (Putwain and Daly 2014) thethatnglish language learning bis ased on gender. The results showed that between women and men have different levels of anxiety. Further research was conducted (Asher, Asnaani, and Aderka 2017)on gender differences in social anxiety disorder. The study results show that women and men have different levels of social anxiety where women have greater potential than men. Research conducted by (Gao, Ping, and Liu 2020)those who examine gender differences in depression, anxiety, and stress among college students. The results showed that the level of anxiety of female and male students according to the academic year differed.

From the studies described above, the researchers conducted research on the statistical anxiety of PTKIN students based on gender. From previous research, there has been no research on statistical anxiety based on gender, especially in students who have a weak mathematical background as in PTKIN students who generally have religious, social, and legal backgrounds. This study aims to determine how the statistical anxiety of PTKIN students is viewed from a gender perspective. The hypothesis proposed in this study states that there are differences in the level of statistical anxiety of PTKIN students based on a gender perspective.

2. LITERATURE REVIEW 2.1.Anxiety

Anxiety is a condition or certain unpleasant emotional state (Faradiba & Walida, 2019) . Anxiety occurs when a certain unreal situation or object is perceived as something frightening or threatening. Anxiety is divided into two, namely state anxiety (momentary anxiety) and trait anxiety (basic anxiety) (Erni Samutri & Lia Endriyani, 2020; Grupe &

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Nitschke, 2013) . State anxiety is a psychological, biological and emotional condition characterized by the emergence of a sense of tension, nervousness, fear and worry that varies in intensity from time to time (fluctuating) such as taking a test or undergoing surgery and others. While trait anxiety (basic anxiety) is anxiety in dealing with various problems that are relatively permanent in nature which is a reflection of one's personality.

Anxiety can also be in the form of feelings of restlessness, depression and stress symptoms when studying (Dina & Lukita Ambarwati, 2022) . Based on the explanation above, this anxiety is an example of a temporary state anxiety that will affect the psychological and emotional state. So it can be concluded that anxiety is an unpleasant experience that has an impact on a person's psychological, biological and emotions such as causing a sense of calm, difficulty sleeping, excessive fear which ultimately disrupts the stability of one's soul.

The classification of anxiety levels is divided into four (Ardianto, 2018) , namely: 1) Mild anxiety levels, characterized by: (a) Physiological responses such as mild muscle tension;

(b) Cognitive responses such as expanding visual field, motivating to learn, passive awareness of the environment, and (c) Behavioral and emotional responses such as weak voice, relaxation of facial muscles, being able to perform game skills/skills automatically, feeling safe and comfortable. 2) Moderate anxiety level, characterized by: (a) Physiological responses such as increased tension within tolerance limits, attention focused on sight and hearing, increased alertness; (b) Cognitive responses such as narrowed perceptual field, able to solve problems, good phase for learning, can focus on specific things; (c) Behavioral and emotional responses such as feeling challenged and needing to overcome the situation on him, being able to learn new skills. 3) Severe anxiety level, characterized by: (a) Physiological responses such as sympathetic nervous system activity (increased epinephrine, blood pressure, breathing, pulse, vasoconstriction, and increased body temperature), diaphoresis, dry mouth, urge to urinate, loss of appetite eating due to decreased blood flow to the digestive tract and increased glucose products by the liver, sensory changes such as decreased hearing ability, pain, dilated pupils, muscle tension and stiffness, (b) Cognitive responses such as very narrow perceptual fields, difficulty solving problems, focusing on one thing. Thing; (c) Behavioral and emotional responses such as expanded personal field, increased physical activity with decreased control, for example hand squeezing, walking back and forth. Feelings of nausea and anxiety easily increase with new stimuli such as sounds. Talking fast or experiencing blocking, denial, and depression. 4) The level of panic, characterized by: ( a) Physiological responses such as pallor, hypotension can occur, responding to pain, noise and decreased external stimuli. Poor motor coordination. Decreased blood flow to skeletal muscles; (b) Cognitive responses such as uncontrolled, impaired logical thinking, unable to solve problems; (c) Behavioral and emotional responses such as feelings of

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anger, fear and reluctance. Unusual behavior such as crying and biting. The voice becomes higher, louder, speaking fast and blocking..

2.2. Statistical Anxiety

Williams (2010) defines statistical anxiety as a feeling of anxiety when taking statistical courses or performing statistical analysis, such as in the process of collecting, processing and interpreting data. Anxiety can also be in the form of feelings of restlessness, depression and stress symptoms when studying statistics. Based on the explanation above, this anxiety is an example of temporary anxiety ( state anxiety ) which will affect the psychological and emotional state. Anxiety is an unpleasant experience that has an impact on a person's psychological, biological and emotions such as causing a sense of calm, difficulty sleeping, excessive fear which ultimately disrupts the stability of one's soul.

Statistical anxiety can be reduced if the lecturer or teacher invites students or students to state the causes of anxiety and then suggest solutions to reduce their anxiety when studying statistics.

Statistical anxiety is defined as anxiety that arises when taking statistics courses or when carrying out statistical analyzes that collect, process and interpret data (Macher, Paechter, Papousek, & Ruggeri, 2012) . Cui et al. (2019) defines statistical anxiety as a fear that occurs when a student is working on a statistics lesson in any form at any level. Statistical anxiety has a negative effect on student performance and overall psychological and physiological conditions of students. Research reveals several psychological symptoms of statistical anxiety such as depression, frustration, panic, and worry in college students accompanied by physiological signs such as headaches, muscle tension, sweating, and

"feeling sick" (Morsanyi et al., 2016) . This statistical anxiety can have a negative effect on students. Student performance may experience a decline in statistics class and may also experience feelings of inadequacy along with low self-efficacy in statistics-related activities. It is also associated with performance not only in statistics courses but also with research programs, which can further be a determinant of students completing their education. Integrating the definitions of statistical anxiety from several researchers, as well as in the context of the purpose of this study, statistical anxiety is the fear that occurs when a student takes statistics courses including collecting, processing and interpreting data

3. METHOD

This study is a quantitative study with a comparative design. This research is a quantitative study with a comparative design that compares the statistical anxiety of PTKIN students based on a gender perspective. The sample number in this study was 479 respondents from PTKIN from 3 regions of Indonesia, namely the western, central, and eastern parts. The sampling technique used was cluster random sampling from three Indonesia regions. Measurement of statistical anxiety using the Statistical Anxiety Scale

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(SAS) instrument developed by Pretorius & Normanis divided into three aspects with 17 statements

4. FINDINGS AND DISCUSSION 4.1. Result

The resulting data were analyzed using comparative test analysis to answer the proposed hypothesis. Before conducting the inference test, the research data were first tested for several assumptions, including normality and homogeneity tests (Usmadi 2020). In the application situation, assumptions for the sampling distribution are made asis for selecting a particular computational technique for testing a hypothesis. This assumption is rarely or never really tested against sample data but is immediately assumed to be true (Sukestiyarno and Agoestanto 2017). The main purpose of research activities, among others, is to find principles that can be applied in general or are universal. Ideally theoretically, a researcher should examine the entire population on research data so that the generalizations proposed are not too far from the original reality. In reality, researching the whole population is very impractical, can take a long time or even be impossible, so before measuring the data the researcher must convert the population into a smaller population (samples) taken at random from the population. To support this, it is necessary to test assumptions so that the conclusions obtained can be generalized the calculation of the normality result test in table 1 obtained a significance probability value for each gender of 0.200. This value is more than the alpha value (0.05), so the data meets the normal criteria. Based on Figure 1, it can be seen that the research data is for women, the median is in the middle of the box, and the upper and lower wishker lines are the same length. The lower wishker line is the same as the upper wishker line, which means that the shape of the score distribution is symmetrical so that the research data shows normal criteria.

Table 1.

Normality Test

Gender

Kolmogorov-Smirnov ^a Statistics df Sig.

Statistical Anxiety Woman .068 365 .200 ^*

Man .064 114 .200 ^*

Meanwhile, for male data, the median is not located in the middle of the box, and the upper and lower wishker lines are not the same length. The lower wishker line is

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longer than the upper wishker line, which means that the shape of the score distribution is not symmetrical, but tends to skew to the left. However, statistically speaking, both data met the normal criteria. Figure 1 also shows that there are no outlier data that can affect the conclusion drawing process.

Figure 1. Boxplot of normality of data

The results of the homogeneity test calculation in table 2 obtained a significance probability value of 0.789. This value is more than the alpha value (0.05), then the data comes from populations with the same variance (homogeneous).

Table 2.

Homogeneity Test

Levene

Statistics df1 df2 Sig.

Statistical Anxiety .071 1 477 .789

Testing the analytical requirements for the inference test has been completely fulfilled (normality test and homogeneity test). Furthermore, an inference test (independent t- test) was conducted to answer the proposed hypothesis which states that there are differences in the level of statistical anxiety of PTKIN students based on a gender perspective.

In table 3, the independent t-test show that the significance probability value of t-

count is 7.075 while the ttable for alpha 0.05 (df=477) is 1.965. From these results indicate that the value of tcount is greater than the value of t table which means that the hypothesis

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H0 is rejected . This is in line with the significance probability value of 0.045. This value is smaller than alpha (0.05), thus H0 is rejected, implying that there is a difference in the levels of statistical anxiety felt by male and female PTKIN students from the perspective of their gender.

Table 3.

Independent T Test

t-test for Equality of Means

t df Sig. (2- tailed)

Mean Differenc

e

Std. Error Difference

Statistical

Anxiety 7.075 477 .045 7,705311 1.20382

The findings of the inference analysis discussed earlier demonstrate variations in the amount of anxiety in terms of gender perspective. These results were found by looking at the data. It is necessary to review the average value to find out more about how big the difference is. Based on table 4, it can be seen that the average value of the level of statistical anxiety for female students is 51.81 while for male students it is 44.10. From this value, it can be seen that the level of statistical anxiety of female students is higher than that of male students. Figure 1 shows a comparison of statistical anxiety levels between women and men. From the picture, it can be seen that women have a higher level of anxiety in the high category than men.

Table 4.

Statistical Anxiety Data

N mean Std. Deviation Std. Error

Woman 365 51.8070 11.32332 .59269

Man 114 44.1012 10.88059 1.01906

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Figure 2. Comparison of Anxiety Levels 4.1. Discussion

Anxiety may be defined as the tension and pressure experienced by both the body and the psyche of an individual. It is an unpleasant emotion that is characterized by ambiguous sensations and emotions of panic, and it may lead to a situation of physiological disturbance that is not just fear but is distinguished by the absence of a clear explanation for the disturbance. In most cases, the person is unaware of the circumstances contributing to their worry since they have been kept hidden. Evidence suggests that some people have a physiological predisposition to extreme anxiety known as a "panic attack."

Symptoms of anxiety include a heartbeat that is irregular or pounding, difficulty breathing, trembling, sweating, a dry mouth, a tightness in the chest, clammy hands, dizziness, weakness, nausea, diarrhea, insomnia cramps, weariness, discomfort in the brain, and loss of consciousness. Anxiety can also cause a person to lose consciousness.

Sexual dysfunction and loss of appetite It is common to classify these symptoms as physical illnesses incorrectly.

Additionally, concern causes a person's perspective to become more limited, so that just the immediate surroundings seem meaningful. In addition, it makes it impossible to concentrate on more than one task at a time or to organize thoughts and objectives effectively. Because of the increased alertness and attention deficit associated with worry, a low degree of anxiety may momentarily boost a person's ability to accomplish basic activities; however, as anxiety develops, behavior becomes more chaotic and unproductive. This is because of the increased alertness and attention deficit associated with worry.

Statistics, a branch of science that works to plan, gather, analyze, interpret, and portray data as a foundation for decision making, plays a critical part in advancing science and technology. As a result, it is not unexpected that statistics are frequently employed in other fields such as natural sciences, social sciences, and humanities. Statistical anxiety is a problem faced by every student, especially PTKIN students who do not have strong exact knowledge. Statistical anxiety will affect students' performance so that it will

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25%

39% 36%

33%

41%

25%

Perempuan Laki-Laki

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impact the completion of their studies (Eshet et al. 2021; Nisaa, Siaputra, and Natalya 2022). 2 things can influence a person's anxiety about something. Lazarus (1969) explains that the cause of a person's anxiety is divided into two: state anxiety and trait anxiety . State anxiety is related to the anxiety felt by someone undergoing a process considered a threat, such as feeling anxious when taking a test. While trait anxiety is related to the anxiety that a person feels that comes from the person's innate. If reviewed further, statistical anxiety is included in the category of state anxiety where students experience anxiety when attending statistics lectures.

Statistical anxiety in general can be described as a form of feeling anxious as a result of taking statistics courses. This anxiety leads to a student's perspective on statistics which is full of counting processes (Macher et al. 2012). The difference in point of view on the counting process between male and female students causes differences in the level of statistical anxiety between male and female students.

Statistical anxiety is defined as anxiety that arises when taking statistics courses or while doing statistical analysis that collects, processes and interprets data (Chew and Dillon 2014; DeVaney 2016). Statistical anxiety is the fear that occurs when a student takes any form of statistics at any level. Statistical anxiety harms student performance and overall psychological and physiological conditions of students. Research reveals several psychological symptoms of statistical anxiety such as depression, frustration, panic, and worry in college students accompanied by physiological signs such as headaches, muscle tension, sweating, and "feeling sick".

This statistical concern might be detrimental to learners. Student performance in statistics class may deteriorate due to emotions of inadequacy and poor self-efficacy in statistics-related tasks. It is also associated with performance in statistics courses and research programs, which can further be a determinant of students completing their education. According to psychoanalysis, there are two types of anxiety (Arigbabu et al.

2012). First, traumatic anxiety, which is the result of overstimulation. The brain processes information slower than the world around it, which may lead to a sense of impending doom. Sigmund Freud believed that these emotions are physiologically fundamental in the nervous system's capacity and that birth places every infant into a condition of traumatic anxiety. He also thought that these sensations are passed down from generation to generation. According to his point of view, this traumatic experience at delivery is a sign of ongoing worries. The second kind of anxiety is known as signaling anxiety, which is thought to develop when a person desires to protect themselves from experiencing devastating anxiety. The ego evaluates its capacity to deal with demands from the outside world while simultaneously repressing desires from inside. When a person's usual ways of dealing with stress are in danger of failing, the ego reacts with worry, which motivates the individual to engage in new behaviors. Small-scale discomfort is a warning of anxiety, which may be used to assist prevent more significant sensations. Both forms of anxiety are suitable when explaining statistical anxiety in that, because of the urge to avoid an

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unpleasant event, the person reacts with worry as a defensive mechanism. Statistical anxiety may be explained as follows

Women tend to have more difficulty in quantitative areas. This causes women to experience higher levels of statistical anxiety than men (Altun et al. 2022). Women have the potential to have anxiety compared to men. This is due to hormonal differences between the two. These hormonal differences will impact their daily lives (Nurhayati 2018). Women will have a fairly high emotional sense than men (Eduljee and LeBourdais 2015). These differences in emotional feelings result in different anxiety levels between women and men. Having a high emotional sense when facing something will result in the orientation of our view of it. When we see that statistics are difficult, the brain automatically stimulates our subconscious to think that statistics are difficult to learn.

Men have high confidence about their understanding of statistics regardless of what they understand is right or wrong (Beurze et al. 2013). Thus, women have more statistical anxiety than men.

The statistical anxiety of female students was higher because female students from the beginning had more negative attitudes towards statistics courses in class than male students (DeVaney 2016). Women tend to rate themselves lower and expr anxiety about the counting process (Devine et al. 2012). Women have greater levels of trait anxiety and the associated trait Neuroticism than males, as well as a higher incidence of clinical anxiety. Women are more anxious than males, even in topics where their actual performance is higher. (McLean et al. 2011; Park and French 2013). Ganley and Vasilyeva's studythat numeracy anxiety appeared to affect visuo-spatial working memory more in female students than in male students, and thiswhicha greater decline in their numeracy skills (Ganley and Vasilyeva 2014). This is in line with research conducted by Mutodi & Ngirande (2014)that the high level of numeracy anxiety among female students.

Counting is identical to statistics where both involve a mathematical process in processing data to find answers or conclusions from the process that has been carried out.

In addition to the gender perspective, educational background also has a lot of influence on students' statistical anxiety. Students from different backgrounds for example in the social sciences may not have much experience with arithmetic. PTKIN students have various educational backgrounds, especially social, religious, and humanities. Few of them have exact educational backgrounds. This also contributes to the emergence of anxiety related to the counting process for students (Dowker, Sarkar, and Looi 2016; Maloney and Beilock 2012).

Some possible ways to help students deal with statistical anxiety is to modify their way of thinking. After the lecturer understands the level and area of statistical anxiety in a class, the lecturer can decide which topic to introduce to students first and encourage students to explore statistics with their inner desires and abilities. For example, Panaoura and Philippou (2007) found that strategy and motivation are two dimensions that strongly influence metacognitive ability. The strategy relates to the student approach used to

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monitor the statistical data analysis process. Meanwhile, motivation serves to raise students' confidence about their efforts. In this case, motivation becomes an important energy of metacognition and can activate the process of self-regulation.

Statistical anxiety that arises in students will be an obstacle for them in participating in the statistics lecture process because it harms their perspective on statistics (Lavasani, Weisani, and Shariati 2014; Zhang, Kessler, and Braasch 2021). A bad view of statistics will make it difficult for them to learn and understand statistics.

Those who feel anxious about statistics tend to avoid it, but they will still need statistics to complete their studies, especially in quantitative research (Sandoz and Hebert 2017).

Therefore, statistical anxiety is also related to learning motivation, ending with student achievement in statistics. A person's high statistical anxiety is indicated by a discomfort and negative attitude when they attend statistics class, solve statistical problems, take exams, and express opinions in statistics class (Malik 2015; Siew, McCartney, and Vitevitch 2019). Therefore, statistical anxiety is related to student statistical achievement which in this case is statistical reasoning ability

To reduce the level of statistical anxiety experienced by students, it is necessary to make several breakthroughs. This is important to do considering statistics is a material that students must understand to complete their studies, especially for those who choose quantitative research topics. Providing opportunities for students to discuss statistics, group presentations and discussions about data analysis software allows them to immerse themselves in deeper understanding of statistical material, potentially increasing their comfort with the material and further reducing anxiety (Eduljee and LeBourdais 2015).

In addition, lecturers are expected to encourage students who have anxiety to seek help from peers (peer tutors), behave, and emphasize that statistics are not mathematics, provide reinforcement that statistics are valuable, use humor to teach statistics, assess student attitudes, and conduct research. class discussion about attitudes

5. CONCLUSION

The difference in statistical anxiety between female and male students shows a diversity of responses arising from each lesson. Statistical anxiety needs to be followed up so that there are no difficulties for students in completing their final assignments, especially female students. Various learning invasions need to be applied by lecturers to anticipate the worst possibility of protracted statistical anxiety.

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