Communication apprehension and maths anxiety as barriers to communication and numeracy skills development in accounting and business education

Abstract

PRACTICAL IMPLICATIONS: Where high levels of communication apprehension in accounting students and maths anxiety in business studies students are shown to exist consideration must be given to relevant curriculum design and delivery, and the use of techniques designed to reduce apprehension/anxiety in the students concerned.Because the apprehension/anxiety is present on entry to Higher Education it may be that specific courses appear to be recruiting students whose perception of their 3 longer term vocational skills requirements may be inappropriate to their chosen career area.ORIGINALITY: Uses questionnaires to establish the levels of communication apprehension and maths anxiety in students at the commencement of their accounting and business courses in Higher Education. Establishes the underlying factors that are influential in determining the levels of apprehension and anxiety in individual students. Identifies specific differences in the areas of communication apprehension and maths anxiety between differently focused vocational courses, which have syllabus overlap, within a business school. Suggests further research in order to explore the specific curriculum change necessary to resolve the problem.

Students’ Academic Achievement in Secondary-School Quantitative Economics: Effect of Feedback with Remediation

“…They also noted that secondary school students' quantitative skill might be a sign of success in university education. Later research by Chudi (2013), Joyce et al (2006), Pozo and Stull (2006), and Wilder (2020) indicated that a link exists amid students' accomplishment in completing economic subjects and mathematics/quantitative proficiency as well as students' numeracy abilities in learning accounting. Lacking quantitative economics skill has resulted in economics students' inability to answer SSCE questions involving calculations.…”

Factors Associated with Failure in Accounting: A Case Study of the Omani Students Rodrigo M. Velasco1

“…The majority of the students admitted the weakness of understanding the basic terminologies in accounting. This also highlighted two noted factors of failure which are English comprehension (Rivero-Menendeza, Urquia-Grandeb, Lopez-Sanchez & Camacho-Minanoa, 2018;Tailab, 2013;Joyce, Hassall, Arquero-Montano & Donosoanes, 2006) and mathematical aptitude (Garkaz, Banimah & Esmaeili, 2011;Shaban, 2015). Read and study the next lessons before coming to class 21.67 18…”

“…The personal struggles of the accounting teachers still pertain to the students' weak skills. The claim is strongly anchored on the previously conducted studies identifying English (Rivero-Menendeza, Urquia-Grandeb, Lopez-Sanchez & Camacho-Minanoa, 2018;Tailab, 2013;Joyce, Hassall, Arquero-Montano & Donosoanes, 2006) and Mathematics (Garkaz, Banimah & Esmaeili, 2011;Shaban, 2015) to have significant effects on the academic performance in accounting subject. Although the methodologies and interventions are in place, the teachers need to be sensitive to the level and nature of their students.…”

“…The study of Rivero-Menendez, Urquia-Grande, Lopez-Sanchez & Camacho-Minano (2018) showed that students who study in English were more confident in the comprehension of accounting concepts and difficult accounting issues. On barriers to communication, Joyce, Hassall, Arquero-Montano & Donosoanes (2006) affirmed that accounting students exhibited a high level of communication apprehension whereas business students have math anxiety.…”

Predictors of numeracy performance in undergraduate psychology, nursing and medical students

“…Joyce, Hassall, Montaño & Anes, 2006; posits that previous mathematics educational background (i.e. highest previous mathematics qualification) has some significant effect on both numeracy-based attitudinal and performance-related variables.…”