Examining teaching practices of mathematics and science instructors: Potential factors in increasing anxiety among students

Abstract

Anxiety in higher education students is often exacerbated by unnoticed teaching methods in science and mathematics classes. This study seeks to identify specific teaching strategies that unintentionally heighten student anxiety and examines how these practices contribute to increased anxiety levels. Using semi-structured interviews, data were collected from 40 students currently enrolled in higher education institutions across the Biliran, Philippines. Thematic analysis was applied to systematically identify recurring themes and patterns in the students’ responses, offering insights into the factors that trigger anxiety in these subjects. The research highlighted that many instructors were unaware that their teaching methods could induce anxiety. The findings outlined the specific stages of teaching activities where anxiety intensified, helping educators understand how students experienced and internalized anxiety throughout the learning process. The results of this study had significant implications for enhancing instructional approaches in science and mathematics. By identifying anxiety-inducing teaching methods, the research offered practical recommendations to minimize anxiety in the classroom setting, contributing to improved student performance and overall well-being. This study also paved the way for future research into anxiety-inducing teaching methods across various academic disciplines, promoting a broader understanding of the impact of teaching practices on student mental health.