This presentation will include three parts. First, we will report the instructional strategies, identified from former studies, used to reduce statistics anxiety caused by 1) worth of statistics, 2) interpretation anxiety, 3) test and class anxiety, 4) computation self-concept, 5) fear of asking for help, and 6) fear of statistics teachers. Second, we will share the experience how we assist three instructors in introductory statistics/quantitative research methodology courses to select and customize OERs through reuse, redistribution, revision, and remix. The customization of OER closely aligned with instructional strategies we proposed to reduce statistics anxiety. All OERs we adopted in this study were collected from 12 OER repository websites. The OERs used in this study included scholarly articles, datasets, simulations, video/screencast tutorials, comics or cartoons, and lesson plans Third, we will present students' perception toward the use of OER to reduce statistics anxiety. The participants in this study were students who enrolled in 5 introductory statistics/ quantitative research methodology courses at a university located in the southeastern United States. These participants came from different programs or departments. There were 113 participants in total. All participants in this study were pursuing an undergraduate or graduate degree at the time this study was being conducted. The presentation will benefit both OER development and curriculum design.
