Levels Of Mathematics Anxiety Research Articles

THE EFFECT OF TEACHING MATHEMATICS WITH DIGITAL STORIES ON ACADEMIC SUCCESS AND MATHEMATICS ANXIETY

Digital Storytelling, which is formed by adding technological elements to traditional storytelling, has been frequently used in education recently. This method, which is also used in mathematics education, contributes to students in both cognitive and affective dimensions. For this reason, the aim of this study is to examine the effects of digital storytelling supported education on the academic achievement of sixth grade students in Integers and Absolute Value and their mathematics anxiety levels. Pre-test post-test experimental design was used. The study group consists 20 middle school students. An achievement test prepared by the researchers was used to measure success, and a scale to determine the level of math anxiety was used to measure anxiety. The test and scale were applied twice, at the beginning and at the end of the process. In the process, teaching was carried out using digital stories prepared by the researchers. SPSS package program was used in the analysis of the data and the dependent sample t-test was used. At the end of the research, it was seen that digital story-supported education positively affected the academic success of the students, but did not affect the anxiety level.

Stages of Mathematics Anxiety in Primary Pupils of Bangladesh: Investigating Influence of Leading Causative Factors

The presence and impact of mathematics anxiety (MA) among school children cannot be ignored. The preliminary purpose of this study was to assess the level of MA among primary pupils in Bangladesh. Additionally, four causative factors of math anxiety - which have already been identified as dominant in global context-were also investigated in the study to explore what causes MA among this age-group in Bangladesh. The current study involved 120 students from Class 3, 4 and 5 who were randomly selected from two primary schools in Dhaka. The study also purposively involved 15 math teachers of these respondents and also 20 parents - whose children were assessed as math anxious in this study. The findings of the study indicate that a significant number of primary pupils in each of these grades are at moderate stage of math anxiety. In addition to this, students suffering at high level of math anxiety gradually increases in higher grades. Teaching approach is identified as the key factor that causes fear of mathematics which is then followed by students’ difficulties in understanding mathematics textbook. Teacher’s World: Journal of Education and Research, Vol. 48(2), Dec 2022, p.10-26

Emotions and mathematics: anxiety profiles and their influence on arithmetic performance in university students.

Mathematics anxiety (MA), general and test anxieties affect mathematics performance. However, little is known about how different anxiety profiles (i.e. individual configurations of anxiety forms) influence the relationship between MA and mathematics performance in university students. To the best of our knowledge, studies that have categorized participants based on their anxiety profiles and investigated how such groups differ in mathematics performance and other individual characteristics have all been conducted only with children and adolescents. Using latent profile analysis, we identified five different anxiety profiles in UK university students (N = 328) based on their MA, test anxiety (TA) and trait general anxiety levels (GA). Beyond extreme profiles (high or low levels in all forms of anxiety), we found groups characterized by more specific anxiety forms (MA profile, TA profile and high anxiety with low MA learning profile). These profiles were differentially related to arithmetic performance (but not the performance in a non-mathematics task), and individual factors (e.g. self-concept and self-efficacy). Results can inform the design of interventions tailored to individuals' unique anxiety profiles and highlight the necessity to further study the underpinning mechanisms that drive the MA developmental trajectory from childhood to adulthood.

Reducing mathematics anxiety in the classroom

The purpose of this review was to analyse empirical studies related to reducing mathematics anxiety in the classroom. A scoping process was used to locate literature, and a thematic method was used to analyse and group the data obtained from the studies. A total of 14 articles published between 2014 and 2022, mostly using mixed-methods approaches, were analysed. The data indicated that mindfulness strategies, sustained exposure and support, and addressing affective factors, such as distractions, negative emotions, and motivation, has been shown to reduce mathematics anxiety levels of students. Possible implications for reducing maths anxiety in the classroom and opportunities for further empirical research are presented.

PENGEMBANGAN DESAIN PEMBELAJARAN MATEMATIKA MODEL ROUND TABLE BERBASIS PENDEKATAN SAINTIFIK BERKAITAN DENGAN TINGKAT KECEMASAN PESERTA DIDIK

This research aims to produce a round table model mathematics learning design based on a scientific approach related to students' anxiety levels that is valid, practical and effective. This research refers to the Borg and Gall development model, the research stages start from research and data collection, planning, initial product design development, revision of initial field trial results, field trials. The research subjects were class X students at SMK Muhammadiyah 3 Metro in semester 2 of the 2022/2023 academic year. Research data was obtained through observation, interviews, questionnaires and questionnaires on students' mathematics anxiety levels. The data analysis techniques used are descriptive statistics and t-test. The results of the research show that the round table model learning design based on a scientific approach to sequence and series material meets the criteria for validity and practical use and is included in the very good category. Furthermore, the average N-Gain score for students' mathematics anxiety level after using a round table model based on a scientific approach is lower than the average N-Gain score for students' mathematics anxiety level who did not use a round table model based on a scientific approach. The use of a round table model based on a scientific approach is effective in reducing students' mathematics anxiety levels.

High school students’ level of mathematics anxiety and use of self-regulatory learning strategies

"We aimed to examine high school students’ level of mathematics anxiety and use of self-regulatory learning strategies as a function of different variables and to examine the correlation between these variables. The sample consisted of 330 students at 11th and 12th grades from three different high schools in the west of Turkey. We used the Revised Mathematics Anxiety Rating Scale, Self‐Regulatory Strategies Scale, and a personal information form. We found that female students’ level of mathematics anxiety and use of self‐regulatory learning strategies were higher than male students. Moreover, we found that 11th grade students had higher mathematics anxiety than 12th grade students and that there is a significant difference in students’ level of mathematics anxiety by mathematics achievement. In contrast, use of self-regulatory learning strategies did not demonstrate a significant difference by mathematics achievement scores. We found no correlation between students’ level of mathematics anxiety and use of selfregulatory learning strategies."

Gender and mathematics anxiety among senior high school students

A multitude of researchers have consistently emphasized that Mathematics Anxiety holds a substantial role as a predictive factor for academic achievement. Although the factors shaping students' anxiety levels have been extensively explored, the existing literature indicates a notable gap in understanding the gender-based implications on students' Mathematics Anxiety Levels, specifically within the context of the Sagnarigu Municipality. Consequently, this study seeks to investigate whether gender disparities exist in the extent of Mathematics Anxiety among senior high school students. Employing a quantitative approach with an analytical cross-sectional design, the study engaged 385 students selected through simple random sampling. An extensive literature review complemented primary data collection utilizing a dedicated questionnaire, the Mathematics Anxiety Scale. The gathered data underwent thorough analysis utilizing descriptive and inferential statistics. Frequencies and percentages facilitated the categorization of students' Mathematics Anxiety Levels, while the comparison of mean Mathematics Anxiety scores between genders utilized the Mann-Whitney U Test. The study's findings unveiled that Mathematics Anxiety levels among students in the Sagnarigu Municipality, located in the Northern Region of Ghana, were notably high, and gender exerted a significant influence. Specifically, females exhibited higher levels of Mathematical Anxiety compared to their male counterparts. As a recommendation, the study underscores the importance for mathematics educators in Sagnarigu Municipal Senior High Schools to allocate focused attention to female students, aiming to alleviate their apprehensions around mathematics and consequently enhance their academic performance.

EXPLORATION OF STUDENTS’ MATHEMATICS LEARNING EXPERIENCES AND ENGAGEMENT OUTSIDE THE CLASSROOM

In essence, a learning process involves students interacting with teachers, other students, and the learning environment in an educational setting. This study aimed to explore student learning experiences and the long-term impact of learning mathematics outside the classroom. This research is a longitudinal study, in which the research subjects change after a certain period of time. This study involved subjects as 208 male and female students. The author collected data through tests, questionnaires, and interview methods. The author then analyzed the data by comparing the same data over two periods. The results suggested that learning by utilizing learning resources outside the classroom in learning mathematics may help increase student engagement in the cognitive, affective, and conative dimensions. Changes shifted from learning inside classroom to learning outside classroom have created a different learning atmosphere and provided a lot of learning experiences for students, and also increased student engagement in the cognitive, affective, and conative dimensions. It indicated that learning mathematics outside the classroom has a long-term impact on student interaction in three dimensions, namely (1) the cognitive dimension; students can develop such as critical thinking, problem-solving skills, and reasoning abilities; (2) affective dimensions; students’ positive disposition towards mathematics increases while students' mathematics anxiety levels decrease; and (3) the conative dimension; such as improvement in social skills, cooperation, better communication, confidence, and diligence in learning mathematics.

Demographic Characteristics of Students and Their Level of Mathematics Anxiety

Demographic Characteristics of Students and Their Level of Mathematics Anxiety

Analysis of Mathematical Reasoning Ability Reviewed Based on The Level of Mathematical Anxiety

Kemampuan penalaran matematika merupakan kemampuan dasar yang harus dimiliki oleh siswa. Oleh karenanya guru sebagai pendidik, harus dapat meningkatkan kemampuan penalaran matematika selama proses pembelajaran sekaligus mengurangi hambatan siswa dalam belajar matematika. Namun demikian kenyataanya ada hambatan kecemasan yang dialami oleh siswa yang tidak diketahui. Tujuan penelitian ini adalah untuk menganalisis dan mendeskripsikan kemampuan penalaran matematika siswa ditinjau berdasarkan tingkat kecemasan matematika. Penelitian ini adalah penelitian kualitatif dengan metode deskriptif. Subjek dalam penelitian berjumlah 6 orang siswa yang dipilih dari tiap kategori kecemasan matematika. Instrumen pendukung dalam penelitian ini meliputi: 1) Angket Kecemasan Matematika; 2) Tes Kemampuan Penalaran matematika; 3) Pedoman Wawancara. Dari hasil analisis diketahui bahwa siswa dengan tingkat kecemasan matematika rendah yaitu S1 dan S2 dapat memenuhi 3 dari 4 indikator penalaran matematika; siswa dengan tingkat kecemasan matematika sedang yaitu S6 mampu memenuhi 1 dari 4 indikaor penalaran matematika dan S16 tidak mampu memenuhi semua indikator penalaran matematika; siswa dengan tingkat kecemasan matematika tinggi yaitu S11dan S20 tidak mampu memenuhi semua indikator penalaran matematika. Hasil penelitian ini diharapkan dapat menjadi referensi dan pertimbangan bagi peneliti lain dan guru dalam memilih strategi pembelajaran sehingga dapat meningkatkan kemampuan penalaran matematika sekaligus mengurangi tingkat kecemasan siswa. Mathematical reasoning ability is a basic ability that must be possessed by students. Teachers as educators must be able to improve to learning mathematics. However, in reality there are anxiety barriers experienced by students who are not known. The purpose of this study was to analyze and describe students' mathematical reasoning abilities in terms of their level of math anxiety. This research is a qualitative research with descriptive method. Supporting instruments in this study include: 1) Mathematical Anxiety Questionnaire; 2) Mathematical Reasoning Ability Test; 3) Interview Guidelines. The Result known that students with low levels of math anxiety, namely S1 and S2, can fulfill 3 of the 4 indicators of mathematical reasoning; students with a moderate level of math anxiety, namely S6 were able to fulfill 1 of 4 indicators of mathematical reasoning and S16 were not able to fulfill all indicators of mathematical reasoning; students with high levels of math anxiety, namely S11 and S20, were unable to fulfill all indicators of mathematical reasoning. The results of this study are expected to be a reference for other researchers and teachers in choosing learning strategies so that they can improve mathematical reasoning abilities while reducing students' anxiety levels.

A Person-Centered Approach to the Relationship between Mathematics Self-Belief Profiles and Achievement

Students’ self-beliefs about mathematics, such as mathematics self-efficacy and mathematics anxiety, can interact with each other in the explanation of mathematics achievement. The present study aimed to identify mathematics self-belief profiles (derived from combinations of mathematics self-efficacy and mathematics anxiety) and their relationships to mathematics achievement in a sample of secondary-school students. The participants were 2,365 students who completed a self-report instrument for the assessment of mathematics self-efficacy and mathematics anxiety. A latent profile analysis was conducted to identify the participants’ mathematics self-belief profiles. The relationship between the profiles, mathematics achievement, gender and school year, was determined. Six student profiles were identified based on combined levels of mathematics self-efficacy and mathematics anxiety. Specifically, three patterns were found based on the combination of low, medium-low and high levels of mathematics self-efficacy with mathematics anxiety. While the detected profiles indicated statistically significant differences in the explanation of mathematics achievement, gender and school year were not relevant to the relationship between mathematics self-belief profiles and mathematics achievement. The study provides insights into the importance of students’ beliefs, and perceptions in the explanation of academic achievement.

KECEMASAN MATEMATIS SISWA DALAM PENERAPAN PEMBELAJARAN MATEMATIKA PADA KURIKULUM MERDEKA BELAJAR

To describe students' mathematical anxiety in the application of learning mathematics to the independent learning curriculum, a qualitative descriptive study was conducted. To measure the level of students' mathematical anxiety, a math anxiety scale was used which was given to class VIIA students at SMP Alkhairaat 1 Palu. Based on the results of the instrument analysis, 3 students with high, medium and low abilities were selected as research subjects. The three subjects were interviewed to obtain further information needed in this study. To obtain answers to the formulation of the research problem, an interactive Miles & Huberman analysis was carried out and triangulation was carried out to obtain data validity. The findings obtained describe the four indicators of mathematical anxiety in class VIIA SMP Alkhairaat 1 Palu. From these findings the results show that 1) students' different math anxiety affects their way of learning, 2) differences in students' math anxiety levels are influenced by somatic aspects, knowledge aspects, affective aspects, and psychomotor aspects, (3) factors that influence level of math anxiety consists of personal factors and environmental factors

Secondary School Students’ Mathematics Anxiety: A Zimbabwean Perspective

This study employed a mixed-methods technique to examine the spectrum of mathematics anxiety levels felt and expressed by Zimbabwean students studying Ordinary level mathematics. Ninety-one pupils from forms 3 and 4 (N = 91) made up the convenient sample; of them, 41 were male and 50 were female. The instrument used was the Hopko-adapted amalgamated mathematics anxiety scale (aMAS) (2003). While focus group conversations were audio recorded and transcribed to explore in-depth, social settings and learning environments that cause anxiety, the quantitative data was analysed using SPSS, version 23.0. The key categories were then thematically classified and analysed with quantitative information. To test a hypothesis based on the data, an independent samples t-test was run to see whether males and females’ anxiety levels differed by mean. The results showed that the participants experienced significant mathematics anxiety, and many situations—including parental and social pressure, instructional methods, and learning environments—reinforce math fear. Findings also show that, society exerts significant pressure on learners due to high expectations of success in mathematics. Additionally, some teachers were viewed as fuelling the anxiety through their repertoire and that classroom environments may unintentionally cause discomfort to mathematically challenge peers. Interesting suggestions were made by respondents regarding how to help people with math anxiety. The study offers a compelling case for its relevance to teacher education, research, and instructional practice. The study also recommends conducting comparative studies as one method of comprehending the issue. Keywords: Cognitive achievement, Mathematics-anxiety, Teaching-learning, Gender issues, Social phenomena.

Engaging non-mathematics students in mathematics learning through collaborative teaching

Abstract Mathematics is a common component of many science and social science degrees, but frequently not considered a prerequisite for their study. This can lead to some students studying mathematics components at undergraduate level with little or no previous mathematical learning and varying levels of motivation, or desire, to study mathematics. This situation has consequences for student experience and teaching practice, including the potential for lower levels of student engagement, higher levels of student anxiety and lack of student motivation for studying a subject that is not what they chose as their degree subject. This paper details an intervention designed to address issues experienced in the teaching of mathematics to undergraduate students, with varying motivation for the study of mathematics and high levels of mathematics anxiety, in their first year of study in a department of Earth Sciences at a UK university. The intervention provided a bespoke mathematics module, designed and taught collaboratively by a teaching specialist in mathematics and a subject specialist in Earth Sciences. The mathematics specialist was able to provide extensive experience in teaching students from widening participation backgrounds and those with mathematics anxiety, making the content more accessible to the students, particularly those with mathematics anxiety. The Earth Sciences specialist was able to contextualize the mathematics content, showing students how the content was applicable to the rest of the degree and helping locate the mathematical content within the broader scope of the discipline. Previous approaches to this module were taught either solely by an Earth Sciences specialist or solely by a mathematics specialist. Compared with those approaches the collaborative teaching intervention improved student attainment by 10% in the average module mark and moved the module from having the lowest student satisfaction scores in the department to the highest. This innovation also benefited both teachers with respect to professional development, which is discussed in the paper.

Mathematics Anxiety, Resiliency, and Chemistry Performance of Grade 9 Students

While Mathematics is a necessary component of Science, many students enter scientific courses with minimal arithmetic skills. This descriptive-correlational study examined the relationship between Grade 9 students' Mathematics anxiety and resiliency to their academic achievement in Chemistry. Data was collected from the 302 participants drawn from the total population of 1,394. A three-part, fully adopted questionnaire was used. Descriptive scores were analyzed and interpreted using mean and standard deviation. To test for significant differences in the aspects of the dependent variables, Mann-Whitney U was used, and Spearman's rho correlation was used to test for significant relationships. Results of the study revealed that the level of Mathematics anxiety of the Grade 9 students was on the "average". On the other hand, the level of Mathematics resiliency of the Grade 9 students was “high”. The study also reflected that Grade 9 students were proficient in Chemistry. Mathematics anxiety and resiliency do not correlate with Grade 9 students’ academic achievement in Chemistry. Anxiety and resiliency of Grade 9 students towards Mathematics do not affect their ability to acquire knowledge in Chemistry. Student experience of Mathematics anxiety is not closely related to their academic achievements. It is recommended that schools provide opportunities for students to cultivate more positive attitudes toward Mathematics.

Mathematics Anxiety Level in Tenth-Grade Students on Quadratic Function Topic at Orphanage

This study aims to determine and describe students’ mathematics anxiety levels on the quadratic function in tenth grade in Al-Amien orphanage, Pontianak. This research method used was descriptive in the form of a survey. The number of subjects in this research was six students of tenth grade at orphanage. Based on the questionnaire on anxiety level, it was found there are two levels of anxiety experienced by the students, namely moderate mathematics anxiety, and severe mathematics anxiety. Three students experience each a level of anxiety. In addition to administering questionnaires, students were given mathematics tests and interview questions. From the result of data processing carried out, three students have moderate levels of anxiety and three students who have severe anxiety levels. Keywords: Mathematics Anxiety, Quadratic Functions, Descriptive

Hubungan Kecemasan Matematika dengan Minat Belajar Siswa Kelas V SDN Gendingan 1

Mathematics anxiety is a form of feeling anxious, afraid, and tense when facing mathematics problems or learning mathematics. Mathematics anxiety has an impact on students' interest in learning mathematics. Based on observations during mathematics learning, many students do not pay attention to the teacher when explaining the material, are noisy with their friends, cannot do the problems given by the teacher and do not dare when appointed to come forward to work on problems on the board. This is an indicator that students experience mathematics anxiety, resulting in a lack of interest in learning mathematics in class V of SDN Gendingan 1. This type of study is a correlational study that applies quantitative methods. The population subjects in this study were 40 students from class V at SDN Gendingan 1. To select a sample, the method used was the cluster random sampling technique. The data collection method involved the use of an instrument in the form of a questionnaire about anxiety in mathematics and learning interest. The results of the simple paired T-test analysis showed that the significance value was 0.00, which was less than 0.05. Therefore, H₁ was accepted while H₀ was rejected. This means that there is a relationship between mathematics anxiety and students' learning interest. The results of the person product moment correlation test have a value of 0.549 (moderate category). The determination coefficient approach of 30.25% indicates that about 30.25% of the variation in students' learning interest can be explained by the level of mathematics anxiety.

Investigating mathematics anxiety among mature students in service mathematics courses using the mathematics anxiety scale U.K.

The decision to undertake undergraduate studies as a mature student poses challenges, especially when service mathematics is part of the programme of study, giving rise to mathematics anxiety. Mathematics anxiety comprises negative feelings pertaining to a person’s engagement with mathematics. While much research into mathematics anxiety concentrates on students in second-level and higher education, there has been a paucity of research focusing on mature students learning service mathematics, and particularly in an Irish context. The drive to widen access to undergraduate education means that more and more mature students engage with programmes with obligatory service mathematics courses. The current study employs a quantitative approach to investigate mathematics anxiety among mature students learning service mathematics in Ireland. A survey was administered comprising biographical questions and the Mathematics Anxiety Scale U.K. (MAS-U.K.). The findings demonstrate that mathematics anxiety exists among this cohort, with situations of mathematics evaluation resulting in higher levels of mathematics anxiety. The findings also critique the MAS-U.K. as a method of investigating mathematics anxiety among mature students, and present suggestions for effectively using the scale in future studies.

The Relationship Between Levels of Mathematics Anxiety and Mathematics Learning Outcomes of Upper Grade Elementary School Students in Sidoarjo

This study aims to determine the relationship between Mathematics Anxiety Levels with Mathematics Learning Outcomes in upper grade elementary school students in Sidoarjo. The type of research used in this study is a quantitative method with a correlational approach. The population in this study were 185 students. The sampling technique used is the saturated sampling technique. Data retrieval using a Likert model scale, namely the Mathematical Anxiety scale with a reliability of 0.808. And the Final Value of Mathematics Subjects obtained from secondary data in the form of notes (reports) of mathematics learning outcomes. The analysis in this study results in the correlation coefficient (rxy) = - 0.173 and the significance is 0.019 > 0.05, which indicates that the negative hypothesis is accepted. So the results of this study indicate a negative direction between the level of mathematics anxiety and Mathematics Learning Outcomes. That is, the higher the level of mathematics anxiety, the lower the mathematics learning outcomes for upper grade elementary school students in Sidoarjo.

Experiences and mathematics anxiety of STEM students

Mathematics anxiety is not a new topic in the field of education, but this construct held its significance in the field over time as it affects other constructs that also contribute to a quality mathematics education. The literature revealed that among senior high school students, mathematics anxiety was found to be prevalent. However, the literature lacked investigations with regards to the mathematics anxiety of this group of students and the factors that can affect it. To address the gap, this quantitative study examined the students’ experiences on teacher interactions, pedagogical practices and mathematical content and their significant relationship to the students’ level of mathematics anxiety. The respondents were 101 STEM students of Pikit National High School and the study used descriptive statistics as well as correlational analysis. The study revealed that STEM students experienced moderately positive teacher interactions, moderately student-centered teaching, moderately positive experiences on mathematical content, and obtained a moderate level of mathematics anxiety. It was further revealed that students’ experiences on teacher interactions and mathematical content have negative correlation with their level of mathematics anxiety and was found to be significant.