Worked Example Video Supported Instruction for Hypothesis Testing: A Mixed Method Examination of Statistics Anxiety

The present study examines the effectiveness of worked example videos (WEVs) in addressing statistics anxiety among undergraduate psychology students enrolled in a psychological statistics course. Using an explanatory sequential mixed-methods design, students will be randomly assigned to a laboratory condition: WEV or a standard video instruction (SVI) condition providing standard instructional support. Statistics anxiety is measured across three timepoints to assess changes over the course of the intervention. Quantitative survey data are complemented by qualitative open-ended responses and video analytics to provide a comprehensive understanding of students’ experiences, engagement, and perceptions of the instructional materials. Grounded in Cognitive Load Theory (Sweller, 1988) and the Cognitive Theory of Multimedia Learning (Mayer, 2002; Mayer et al., 2021), the study evaluates whether strategically designed WEVs can support learning, enhance confidence, and mitigate multiple dimensions of statistics anxiety.