Abstract
Measures of anxiety toward statistics and belief in selected negative stereotypes about statistics were administered to a sample of graduate students in nursing and education at the beginning and end of a semester course in statistics. Factor analysis showed three dimensions of negative perceptions about statistics, corresponding to age and sex role stereotypes, and belief that quantitative skills must be innate and cannot be learned later on. Mean anxiety scores decreased significantly from beginning to end of term, and there was, in addition, a significant shift toward greater disagreement with the belief that statistical skills cannot be learned. Implications for curriculum evaluation in the health and social service professions were explored.
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