Levels Of Mathematics Anxiety Research Articles

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Assessing engineering students’ mathematics self-efficacy and mathematics anxiety levels in Latino contexts

Who benefits most from language-responsive learning materials in mathematics? Investigating differential effects in heterogeneous classrooms

AbstractStudents’ proficiency in the language of instruction is essential for their mathematical learning. Accordingly, language-responsive instruction, which includes adapting teaching material to students’ language needs, is thought to promote mathematical learning, particularly for students with lower levels of proficiency in the language of instruction. However, empirical evidence for the effectiveness of this type of instruction in heterogeneous classrooms is scarce, and potential differential effects for learners with different learning prerequisites still need to be studied. The present study examines whether language-responsive instructional materials can promote students’ learning of fractions. We conducted a quasi-experimental intervention study with a pre- and posttest in Grade 7 (N = 211). The students were assigned to one of three instructional conditions: fraction instruction with or without additional language support or to a control group. The results showed that both intervention groups had higher learning gains than the control group. However, students with lower proficiency in the language of instruction benefited more from fraction instruction with additional language support than without it. The opposite was true for students with higher proficiency in the language of instruction. Moreover, learning gains depended on students’ levels of mathematics anxiety. Our study contributes to a more detailed understanding of the effectiveness of language-responsive instruction in heterogeneous classrooms.

The Effect of Using Web 2.0 Tools on Smart Boards on Primary School Students' Mathematics Lesson Achievement, Anxiety, and Attitudes towards Smart Boards

The purpose of this research is to examine the effects of web 2.0 tools on primary school first-grade students' mathematics lesson achievement, anxiety and attitudes towards the smart board. In the research, the quasi-experimental design with pretest-posttest control group was preferred. In this direction, the study was conducted with 25 students in the control group and 26 students in the experimental group for five weeks. Mathematics lessons were taught with smart boards and course materials in the control group and with web 2.0 tools and course materials on the smart board in the experimental group. Mathematics achievement test, smart board attitude survey and math anxiety scale were used as data collection tools. While analyzing the data, dependent and independent groups t-test analyses were used to compare the pre-test and post-test averages of the experimental and control groups. According to the results, there were significant differences in favor of the experimental group in the post-tests. It has been concluded that using web 2.0 tools for mathematics lessons has led to significant changes in the increase of students' achievement in mathematics lessons, the development of their attitudes towards the smart board, and the decrease of their mathematics anxiety level. The results are discussed in detail, and suggestions for practitioners and researchers are provided.

AN INVESTIGATION INTO THE RELATIONSHIPS BETWEEN 8TH-GRADE STUDENTS' MATHEMATICS SELF-EFFICACY PERCEPTIONS AND THEIR MOTIVATION AND ANXIETY LEVELS

This study seeks to examine the relationships between 8th-grade students' mathematics self-efficacy perceptions and their motivation and anxiety levels. The correlational survey model was used in the study. The population of the study consists of 9811 8th-grade students studying at 64 public schools in Batman province in the 2020-2021 academic year. The sample consists of 550 students from 10 secondary schools selected via the random method among 9811 students. Personal Information Form, Mathematics Self-Efficacy Scale, Motivation Scale for Mathematics Lessons, and Mathematics Anxiety Scale were used as data collection tools. Independent samples t-test, one-way analysis of variance (ANOVA), and Pearson product-moment correlation analysis were used to analyze the data. The relationship between mathematics self-efficacy perception, mathematics lesson motivation, and mathematics anxiety was calculated by path analysis. As a result, a positive and moderately significant relationship was found between students' mathematics self-efficacy perceptions and their motivation for mathematics lessons while a negative and moderately significant relationship was found between mathematics self-efficacy perceptions and mathematics anxiety. It was also determined that there was a negative and moderately significant relationship between students' motivation for mathematics lessons and their mathematics anxiety. The Path analysis revealed that as 8th-grade students' mathematics self-efficacy perceptions increase, their motivation for mathematics lessons increases, and their mathematics anxiety levels decrease.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0808/a.php" alt="Hit counter" /></p>

Mathematics anxiety in undergraduate business studies students

Abstract Performance in mathematics can be attributed to factors other than mathematical ability. A growing body of literature examines the significant impact of mathematics anxiety (MA) on mathematical performance and individuals' choices concerning study and career pathways. However, much of the focus has been on science, technology, engineering and mathematics subjects, renowned for their high mathematical content. This study examines the prevalence, characteristics and influence of MA in undergraduate business studies students. In all aspects of business, there is a strong impetus for the adoption of artificial intelligence, data analytics and machine learning, prompting reform of business studies curricula. Hence, this is a critical juncture at which to examine MA within this cohort. We survey undergraduate business studies students using the Mathematics Anxiety Scale-UK as a measure of participants' MA and examine its relevance in business major selection. Gender emerges as a key differentiating factor in levels of MA and the selection of business majors.

Profiles of general, test, and mathematics anxiety in 9- and 12-year-olds: relations to gender and mathematics achievement

AbstractAs international focus increasingly turns to the need to build a future mathematics workforce, research has aimed to better understand the salient individual and contextual factors that influence maths engagement and achievement across development. This study investigates self-reported general anxiety, test anxiety, and maths anxiety in two cohorts of Australian students aged 9–10 years (n = 158) and 12–13 years (n = 115) and associations with maths achievement and gender. Test and maths anxiety were negatively correlated with maths achievement and there were no gender differences in maths achievement. Cross-sectional latent profile analyses established two anxiety profiles in the older cohort (low and high across all anxiety measures) and a more complex five-profile solution for the younger cohort (various combinations of anxiety). Members of profiles with higher levels of test and mathematics anxiety had lower maths achievement, with girls over-represented in these profiles.

Math Anxiety and its Relation to the Success of Mathematical Problems

ath anxiety is widespread problem described as worry and tension while doing mathematics. The aim of research is to determine whether there is a correlation between math anxiety and the performance of elementary school students in solving mathematical problems at the second level. . The theoretical part of the thesis contains information and empirical findings about math anxiety and solving mathematical problems. The research sample was comprised of 138 (46,38 % girls and 53,62 % boys) 9th grade elementary learners from Slovak republic. The data were collected by the questionnaire of our own design comprising: the modified abbreviated math anxiety scale, the state-trait anxiety inventory, and the math test. Quantitative data analysis methods included descriptive statistics and Spearman coefficient as a measurement of correlation between variables. The results have revealed that mathematics anxiety has significant correlation (R = - 0.401; p = 1,09216.10-6, p < 0.01) with the success of mathematical problems and significant correlation (R = 0.608; p = 2,44249.10-15, p < 0.01) with the mathematics achievement. 36,23 % of the participants reported high math anxiety, and a further 18% were at least somewhat affected by it. The results confirm that the mAMAS questionnaire is an appropriate tool for determining the level of mathematical anxiety among pupils in Slovakia.

Membangun Lingkungan Belajar Menyenangkan untuk Mengatasi Kecemasan Matematika dan Meningkatkan Keterlibatan Siswa Kelas I SD Sekolah XYZ Jakarta

This research aims to explore the use of Math Centers as a enjoyable learning environment to address mathematics anxiety and improve engagement in 1st-grade students at XYZ Elementary School. Mathematics plays a crucial role in the elementary education curriculum, contributing significantly to the development of logical understanding and problem-solving skills for students. However, the high level of mathematics anxiety and low student engagement pose challenges in the early learning process. This qualitative research involved one 1st-grade class with 20 students as the research subjects. Data were collected through classroom observations, test results, and interviews with both teachers and students. The findings indicate that 1st-grade students participating in Math Centers exhibit low mathematics anxiety and active engagement in the classroom. Students also tend to enjoy mathematics lessons in the Math Centers setting compared to regular classes. The varied activities provided in Math Centers make mathematics no longer perceived as a dull and intimidating subject. The implementation of Math Centers at XYZ Elementary School will be carried out regularly every Friday to sustain students' interest in mathematics, reduce anxiety, and motivate them to actively participate in the learning process.

Use of Scaffolding Techniques in Mathematical Problem Solving in Students Who Have Mathematics Anxiety

Solving mathematical problems is important in mathematics. This research aims to determine the mathematical problem solving abilities of students who have moderate levels of mathematics anxiety by using scaffolding techniques. This type of research is qualitative with a case study approach. The research subjects were 3 class VIII students at a junior high school in Purworejo, Central Java. The research instruments used included problem-solving ability test questions, mathematics anxiety questionnaires, and interview guides. Data is analyzed by reducing data, presenting data, and drawing conclusions. The results of this study indicate that subjects who have mathematics anxiety are having difficulty determining mathematical models and have difficulty with mathematical calculations. The scaffolding technique provided is level 2 in explaining, reviewing, and restructuring. After getting the scaffolding technique, students with mathematics anxiety are able to solve mathematical problems.

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.