學習與教學研究所
教育與心理統計學 Statistics in Education and Psychology
高等統計學 Advanced Statistics
認知心理學總論 Cognitive Psychology
書報討論 Seminar
師培中心
學習評量 Learning Assessment
教育研究法 Education Research
教育心理學 Educational Psychology
世事難料，二十多年前當我在修習統計課時，拿到的成績是全班最低分，然而在二十年後，我必須開設心理與教育統計學這門課。回想當初修課時，面對統計學，各種新的概念，例如機率密度、抽樣分配、標準誤、區間估計、統計考驗、變異數分析、相關與迴歸分析等，一項又一項以數學為基礎又抽象的概念，真的令人心生畏懼。現今同樣的，當我第一堂課詢問同學對這門課程的想法，得到的大多數答案還是害怕，深怕自己的數學底子不好，學不起來。因此，統計課最大的問題在於，同學帶著恐懼來修課，修完課後通常也帶著恐懼離開。早在四十年前，研究者就針對接觸統計而感到焦慮的大一學生，進行系統性減敏感法，也就是放鬆訓練(Bartz, Amato, Rasor, & Rasor, 1981 )。但如同不是人人都可以拿A士，不是每位老師都有受過臨床訓練，因此，臨床方法(尤其是行為學派的方法)似乎不是一件可以推廣的方式。
近年來，對統計教材及教學策略上的研究，指出了兩個新方向：開放資源及合作學習。Lin與Tang (2017)指出，使用開放教育資源(Open educational resources, OERs)可幫助學生在往後有學習需求時得到支持，他們的研究亦指出學生對於使用OERs來減輕學生的統計焦慮有正向的看法。Nilsson與Hauff (2018)的研究則是指出，將量化方法學整合入所要運用的學科，例如社會學，或是以動手做取向(hands-on approach)讓學生著手進行資料分析，則有助於降低學生的統計焦慮。Kinkead、 Miller與Hammett (2016)的研究則是指出，課堂內的合作問題解決可能有助於統計焦慮的降低。 Brash (2020)亦指出團隊合作學習(team-based learning)之下，可能有助於增進學生的自我效能(self-efficacy)及降低其統計焦慮。綜合這兩項趨勢，在教育部計畫的支持之下，近來我在教學上試圖做兩件事情，第一，向同學推薦許多免費的學習資源，請同學運用這樣免費資源來自學。第二，將單元的教學目標轉成小組合作的任務，融入團隊合作、問題解決、尋找有用的資源及動手執行等精神。這樣的課程轉變，亦將符合近期教學實踐研究計畫中許多常見的概念，例如「學習者中心」、「學習責任返還」及「少教多學」等。
今非昔比，現今的可用的學習資源較二十多年前豐富許多，例如底下所提供的開放教科書及免費軟體JASP。在JASP的網站上，您也可以找到更多可用的資源，像是教科書、操作手冊、範例資料及教學影片等。這些免費資源都使得心理與教育統計學的學習已經不止侷限於三學分的課堂中，而是能夠自學及終身學習的科目(SPSS或SAS在離開校園後就無法使用)。現今加上資訊科技的進步，使得人工智慧AI，也能夠變成有用的自學資源，例如最近出現的ChatGPT。以下是我提問害怕學統計怎麼辦(If I am afraid to learn statistics, how do I do)模型給我的回答，在回答中清楚的分成「同理」、「策略」與「鼓勵」，完全可以取代我第一堂課要對同學說的話。當然，我試過真的問統計方面的問題，模式有辦法提供算式、原理、舉例、範例數據及程式碼，像是一位速度更快的老師。
If you're feeling afraid to learn statistics, it's understandable. Statistics can seem daunting, and the math involved can be intimidating. However, there are several steps you can take to make the process less daunting and help you feel more confident about learning statistics.
Start with the basics: Before diving into complex statistical methods, start with the basics. Focus on understanding fundamental concepts such as probability, central tendency, and standard deviation. These concepts will form the foundation of more advanced statistical techniques.
Use real-life examples: Statistics can seem abstract and theoretical, so it can be helpful to relate it to real-life situations. Try to apply statistical concepts to problems or questions that interest you, such as analyzing sports statistics or market trends.
Practice, practice, practice: The more you practice, the more comfortable you will become with statistics. Try working through problems and exercises, using textbooks or online resources, and seek feedback on your work.
Seek help when needed: Don't be afraid to ask for help. Seek guidance from a tutor, a professor, or join a study group. Additionally, there are many online forums and resources that can help you understand statistical concepts.
Focus on the benefits: Understanding statistics can be a valuable skill in many fields, including science, engineering, finance, and healthcare. By focusing on the potential benefits of learning statistics, you may feel more motivated and confident to take on the challenge.
Remember that learning statistics takes time and effort, but it's a valuable skill that can open up many opportunities. Take it one step at a time, and be patient with yourself.
綜上所述，希望在資源提供及課程進行方式改變的情況下，降低同學對於修習統計學的焦慮。同時，學統計這件事情，我們應該眼光放遠一點，一旦選到了這門課，應該就是選到了一項終身學習的科目。相信我，我到現在也正在學習中，對於統計學，您只會害怕一陣子，但不會害怕一輩子。
參考文獻：
Bartz, W. R., Amato, P. R., Rasor, R. A., & Rasor, M. O. N. (1981). Effects of reducing student anxiety in a statistics course. Australian Psychologist, 16(3), 347-353.
Brash, M. (2020). Safety in Numbers: Overcoming Statistics Anxiety in Undergraduate Nursing Students Through Team-based Learning. (Doctoral dissertation). Retrieved from: https://jscholarship.library.jhu.edu/handle/1774.2/62533
Kinkead, K. J., Miller, H., & Hammett, R. (2016). Adult perceptions of in-class collaborative problem solving as mitigation for statistics anxiety. The Journal of Continuing Higher Education, 64(2), 101–111.
Lin, Y. J., & Tang, H. (2017). Exploring student perceptions of the use of Open Educational Resources to reduce statistics anxiety. Journal of Formative Design in Learning, 1(2), 110–125.
Nilsson, J., & Carlsson Hauff, J. (2018). Reducing statistics anxiety using limited teaching resources. Journal of International Education in Business, 11(2), 312−323.
ChatGPT 問事處
JASP 開放統計軟體
OpenIntro Statistics 開放統計教科書
Statistics-Wiki 維基百科
YouTube 開放課程影片
R 強大的開放統計軟體