Navigating the D.RA.MA.: Understanding and Overcoming Student Anxiety in Criminology Research Methods and Statistics Courses.

AbstractStatistics and research methods courses are essential yet challenging components of criminology curricula. Despite their importance, students often exhibit disinterest and anxiety towards these courses, negatively impacting their academic performance. This study investigates criminology students’ perceptions, focusing on disinterest, relevance argumentation, and math anxiety. Using a convenience sample of 167 students from a Hispanic-serving institution in the Western United States, responses were analyzed using the D.RA.MA. scale. Findings revealed that students in statistics courses exhibited higher math anxiety, significantly affecting their performance. Additionally, women experienced greater math anxiety, and other demographic factors influenced perceptions of relevance and disinterest. We discuss how these results underscore the need for targeted interventions among this student population and potential applied approaches that could benefit students. Addressing these factors could enhance students’ understanding and appreciation, leading to better academic performance and career preparation in criminal justice. [ABSTRACT FROM AUTHOR]