Statistics Anxiety among Postgraduate Students

Abstract Most postgraduate programmes, that have research components, require students to take at least one course of research statistics. Not all postgraduate programmes are science based, there are a significant number of postgraduate students who are from the social sciences that will be taking statistics courses, as they try to complete their postgraduate studies. As postgraduate students come from varied backgrounds, from those who have left school for more than a decade, to those who just completed their undergraduate studies, postgraduate statistics course may be one of the toughest to teach. These students come into the course with preconceived thoughts and attitude, which would either increase their anxiety towards statistics, or decrease their anxiety. Previous studies have shown that students reported high level of statistics anxiety during a statistics course. Unfortunately, there are limited studies on statistics anxiety in the Malaysian postgraduate population. Therefore, this study aims to determine the level of anxiety towards statistics among postgraduate student. This study also aims to explore factors that are associated with statistics anxiety among postgraduate students at the Faculty of Education, UKM. As a secondary outcome, this study explores the type of evaluation preferred by postgraduate students in relation to a statistics course. All postgraduate students who registered for the Research Statistics course at the Faculty of Education, National University of Malaysia, during the study period were invited to participate in the study. A total of 141 students completed the questionnaire and was included in this paper. This study found that a significant (21.7%) of the students surveyed have anxiety in at least one of the statistics anxiety domain, either in anxiety towards class activities, attitude towards class, attitude towards Mathematics or self-perception of ability to perform in statistics. This study found that ethnicity was associated with higher anxiety towards class activities, with the Malays being more anxious compared to the non-Malays. Both ethnicity and bachelor's degree were associated with attitude towards class and attitude towards Mathematics. For these two domains, the male students and students from non-science based bachelor's degree, showed more anxiety compared to female students. Self-perception of ability to perform in statistics was not associated with any socio-demographic factors included in this study. Students in this study overwhelmingly preferred individual assignment as an evaluation method, followed by mid-semester examination, and the final semester examination. Least preferred were online participation and presentation

Pilot Study of an Individualised Early Postpartum Intervention to Increase Physical Activity in Women with Previous Gestational Diabetes

Optimal strategies to prevent progression towards overt diabetes in women with recent gestational diabetes remain ill defined. We report a pilot study of a convenient, home based exercise program with telephone support, suited to the early post-partum period. Twenty eight women with recent gestational diabetes were enrolled at six weeks post-partum into a 12 week randomised controlled trial of Usual Care (n = 13) versus Supported Care (individualised exercise program with regular telephone support; n = 15). Baseline characteristics (Mean ± SD) were: Age  33 ± 4  years; Weight 80 ± 20 kg and Body Mass Index (BMI) 30.0 ± 9.7 kg/m2. The primary outcome, planned physical activity {Median (Range)}, increased by 60 (0–540) mins/week in the SC group versus 0 (0–580) mins/week in the UC group (P = 0.234). Walking was the predominant physical activity. Body weight, BMI, waist circumference, % body fat, fasting glucose and insulin did not change significantly over time in either group. This intervention designed to increase physical activity in post-partum women with previous gestational diabetes proved feasible. However, no measurable improvement in metabolic or biometric parameters was observed over a three month period

Perbandingan tingkah laku sosial berdasarkan gender antara generasi muda tinggal di kawasan terpinggir dan arus perdana di Malaysia

This article aims to compare social behaviors (peer to peer problem, hyperactive behavior, prosocial behavior, behavioral disorder and emotional problem) based on gender (male and female) among young people living in marginalised and mainstream area. This study used quantitative design and cross-sectional approach. A total of 5,237 young people (15-25 years old) were selected as respondents. They were grouped based on their residence area, namely as marginalised and mainstream. For data analysis, t-test was used in this study. Both group in this study were analyzed separately according to respondents’ residence area. For marginalised young people, T-test showed that there were no significant difference in term of gender towards peer to peer problems [t (3556) = 1.62, p = .103] and hyperactive behavior [t (3556) = 1.46, p = .144]. On the other hand, result revealed that there were significant difference in term on gender towards prosocial behavior [t (3556) = 4.85, p = .001], behavioral disorders [t (3556) = 4.83, p = .001] = 3.00, p = .003] and emotional problems [t (3556) = 3.00, p = .003] among these marginalised young people. As for young people in the mainstream area, no significant difference occurred between female and male towards peer to peer problems [t (1667) = 1.10, p = .270], hyperactive behavior [t (1667) = .66, p = .511] and behavioral disorders [t (1667) = .76, p = .449]. However, for this group, significant difference do exist in term of gender towards prosocial behaviors [t (1667) = 2.80, p = .525] and emotional problems [t (1667) = 5.54, p = .001]. These findings have implications on the efforts of stakeholders in developing future programs that can empower social behavior and enhance the development of identity for young generation based on gender living in marginalised or mainstream area in Malaysia

Metaphoric drawing narrative career counselling: Teaching work value and career identity statuses via experiential learning method

Metaphoric cards as a tool in counselling sessions are getting more scholarly attention in the fields of career counselling and education. In general, metaphoric cards consist of visual image that depicted daily life events and human expressions which are used as an alternative form of expression other than verbal communication. This paper aims to introduce metaphorical drawing as the experiential learning method in teaching narrative career counselling course. This is a qualitative study consists of metaphorical drawing and written reflection with six participants by using thematic analysis research method. The metaphorical drawing results revealed that, two new themes had been emerged in the exploration of work value and identity status. The results showed that some but not all participants benefited from the metaphorical drawing session to fully express their identity statuses. However, the combination of written reflection and verbal explanation of the metaphorical drawing did help the participants to convey their identity concern. In conclusion, metaphorical drawing session could be adopted in counsellor education to promote more understanding of narrative counselling technique and also in teaching work value and career identity status. For future research, it is important to look into how metaphorical technique can be introduced to school students in understanding their career choices

De novo mutations in SMCHD1 cause Bosma arhinia microphthalmia syndrome and abrogate nasal development

Bosma arhinia microphthalmia syndrome (BAMS) is an extremely rare and striking condition characterized by complete absence of the nose with or without ocular defects. We report here that missense mutations in the epigenetic regulator SMCHD1 mapping to the extended ATPase domain of the encoded protein cause BAMS in all 14 cases studied. All mutations were de novo where parental DNA was available. Biochemical tests and in vivo assays in Xenopus laevis embryos suggest that these mutations may behave as gain-of-function alleles. This finding is in contrast to the loss-of-function mutations in SMCHD1 that have been associated with facioscapulohumeral muscular dystrophy (FSHD) type 2. Our results establish SMCHD1 as a key player in nasal development and provide biochemical insight into its enzymatic function that may be exploited for development of therapeutics for FSHD

Validity and Reliability of a Food Frequency Questionnaire (FFQ) to Assess Dietary Intake of Preschool Children

As there are few food frequency questionnaires (FFQ) to assess the dietary intake of preschool children, this study examined the validity and reliability of an FFQ for this purpose. A total of 210 preschoolers aged 4 to 6 years participated in the validation study, while a subsample of 66 participants joined the reliability study. The FFQ is modified from the ToyBox-study and South East Asian Nutrition Surveys (SEANUTS), and comprised 108 food items from 13 food groups. A three-day estimated dietary record (3DR) was used as reference and reliability was assessed through a second administration of the FFQ (FFQ2), four weeks after the first administration (FFQ1). For the validation study, Spearman’s correlation coefficients showed moderate to high correlations (p < 0.001) between FFQ and 3DR. Cross-classification of quartile analysis showed moderate agreement between the two methods. As for reliability, Spearman’s correlation coefficients showed moderate to high correlations (p < 0.001) between FFQ1 and FFQ2. Cronbach’s alpha values (0.708 to 0.824) and intraclass correlation coefficients (0.710 to 0.826) showed good agreement between repeated FFQs. The results suggest that the FFQ has acceptable validity and good reliability. Hence, the FFQ can be used to assess preschool children’s food intake