University Students’ Statistical Anxiety, Attitude towards Learning Statistics and Academic Achievement

Abstract

This study investigates the interplay among statistical anxiety, attitudes toward learning statistics, and academic achievement in university students, with a focus on the Pakistani higher education context. Using a correlational research design, data were collected from a sample of 350 university students across multiple disciplines. Instruments employed include the Statistics Anxiety Rating Scale (STARS) and the Survey of Attitudes towards Statistics (SATS-36©), validated tools for assessing statistical anxiety and attitudes. Descriptive statistics, independent samples t-tests and Pearson correlation analyses were conducted to examine relationships between variables and to explore the influence of demographic factors. Findings emphasize the importance of fostering positive attitudes to mitigate anxiety and enhance academic success in statistics courses. This research contributes to the development of targeted educational strategies for improving student outcomes in data-driven academic disciplines.