Relationship between anxiety and mental health of students studying statistics: a descriptive-correlational approach
Faculty Advisor
Date
2025
Keywords
statistics education, anxiety, mental health, engineering students, Philippines
Abstract (summary)
Statistics at the college level is one of the most technical subjects that needs to have good mental health so that the students can perform well. This study focused on the investigation of the level of anxiety and mental health of college students in learning statistics. A total of 120 engineering students participated in the survey selected as complete enumeration. Data collection was done through a modified students' statistics anxiety questionnaire and level of mental health. Descriptive measures were computed to describe the data, and regression and correlation analysis to explain its relationship. Results depicted that engineering students have moderate anxiety and they have moderate mental health in learning statistics. This suggests that these students are somewhat anxious but still have a positive learning experience. The correlation and regression analysis revealed that the level of anxiety and mental health of students are negatively but weakly associated, however not statistically significant. This implies that students' anxiety level has somehow adversely affected the mental health of students but its likelihood is negligible. The study strongly suggests that statistics teachers must manage the class well and apply teaching strategies that boost student confidence as well as improve academic achievement. Moreover, teachers should be trained to recognize signs of anxiety and mental health issues and equipped with strategies to support student learning and well-being needs.
Publication Information
Casinillo, L. F., Hungo, M. O., Dagohoy, R. G., & Rollings-Magnusson, S. (2025). Relationship between anxiety and mental health of students studying statistics: A descriptive-correlational approach. Canadian Journal of Family and Youth, 17(2), 270-290. https://doi.org/10.29173/cjfy30133
Notes
Item Type
Article
Language
Rights
Attribution (CC BY)
