Factors That Promote Anxiety toward Math on High School Students

Escalera-Chávez, Milka Elena; Moreno-García, Elena; Garcı́a-Santillán, Arturo; Rojas-Kramer, Carlos A.

doi:10.12973/eurasia.2017.00611a

Cited by 15 publications

(4 citation statements)

References 4 publications

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“…The findings of the study revealed the following factors as the causes of mathematics anxiety among students; teachers' bad attitude, not having enough time to solve mathematics questions, having too many students in a class, not getting help when solving Mathematics homework and the abstract nature of the mathematics as a course. This finding supports the work of Puteh (2002); Mohamed & Tarmizi (2010) and Escalera-Chávez et al, (2016) who found that, if students perceived "mathematics as difficult" in their formative years there is likelihood for mathematics anxiety to be triggered. Also, the study support that of Kargar, Ahmad & Bayatc (2010) and Parvathamma & Sharanamma, (2010) who discovered a negative correlation between anxiety, attitude and self-confidence respectively.…”

Section: Discussion Of Findingssupporting

confidence: 88%

Students’ Perception on The Causal Factors of Mathematics Anxiety Among Senior Secondary Schools Students in Lagos State

2021

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This study examined students’ perception on the causes and effects of mathematics anxiety among Senior Secondary Schools in Alimosho Local Government Area, Lagos State, Nigeria. The two instruments used for data collection were math anxiety scale adopted from Mutodi and Ngirande (2014) and researcher designed questionnaire titled causes and effects of math anxiety. The two instrument has reliability values of 0.78 and 0.76 respectively. Three hundred and twenty (320) students who were identified to have math anxiety using math anxiety scale were involved in the study. Data collected were analysed using frequency count, Simple percentage, Means and Binomial Test. The study revealed that Mathematics anxiety has significant negative effect on students’ performance in Mathematics. Also, the level of involvement of parents, teachers and peers towards students learning of Mathematics has significant relationship with mathematics anxiety among students. It was recommended that school management should ensure that students’ Mathematics anxiety is reduced by sensitizing Mathematics teachers not to be intimidating students with cane and other threats, encouraging teachers and others to help students solve mathematics problems. Also School management should ensure that adequate facilities are provided for the teaching and learning of mathematics.

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Section: Discussion Of Findingssupporting

confidence: 88%

Students’ Perception on The Causal Factors of Mathematics Anxiety Among Senior Secondary Schools Students in Lagos State

2021

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“…Históricamente, una de las mayores dificultades que ha existido a lo largo del proceso educativo en las instituciones ha sido el aprendizaje de las matemáticas, siendo la falta de motivación, ansiedades, creencias e incluso la utilización inapropiada de métodos en la etapa inicial de la educación las causas más frecuentes para que esto suceda (Díaz, García, y Pacheco, 2016;Rojas-Kramer et al, 2017). El aprendizaje de las matemáticas depende de la actitud del estudiante y su percepción hacia la materia.…”

Section: Motivación En El Aprendizaje De Las Matemáticas En Modalidad...unclassified

Aprendizaje de las matemáticas en tiempos del covid-19: Una mirada de la percepción de estudiantes de una Institución de Educación Superior en Barranquilla-Colombia

Padilla Escorcia,

González Tinocco,

Consuegra Pacheco

2023

rev.perspect

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La contingencia ocasionada por el virus COVID -19, ocasionó que los centros educativos se vieran obligadas a cambiar sus modalidades de enseñanza, el principal cambio radicó en que los estudiantes debían recibir sus clases desde su casa, así como los profesores utilizar las mediaciones tecnológicas para llevar a cabo el proceso de enseñanza-aprendizaje. En ese orden, el uso de recursos tecnológicos durante las clases se hizo notorio. Por tal motivo, esta investigación se centró en caracterizar las percepciones de los estudiantes de una Institución de Educación Superior acerca de la enseñanza y aprendizaje de las matemáticas en tiempos de la Covid-19 durante el año 2020. La investigación se desarrolló bajo un enfoque cualitativo y un diseño descriptivo, en el que se aplicaron entrevistas semiestructurada y cuestionarios a 84 estudiantes de una institución de educación superior de diversos ciclos: técnico, tecnólogo y universitario de las carreras de Ingeniería y que cursaron asignaturas como: Estadística, Álgebra y Trigonometría y Cálculo en tiempos de pandemia. Se encontró como principal hallazgo que los estudiantes percibieron un buen ambiente en el aprendizaje de las asignaturas, debido a que sus profesores hicieron uso de recursos tecnológicos con fines de enseñanza. Se concluyó que el conocimiento tecnológico y conocimiento pedagógico tecnológico del profesor es clave para la enseñanza de las matemáticas en tiempos de pandemia, y que esto repercute en la motivación con la que los estudiantes reciben las clases a diario.

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“…Nervousness and discomfort caused by mathematics in high school students occur when students lack self-confidence [3]. Since anxiety in mathematics is often posed inside mathematical problems [1], it is an obstacle that students must resolve because it affects their mathematics achievement [4].…”

Section: Introductionmentioning

confidence: 99%

Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

Azizan¹,

Rahim²,

Siaw³

et al. 2022

IJIET

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One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in pre-university studies. BBTA was used in the classroom to increase students’ mathematics interest and minimise their mathematics anxiety to increase mathematics performance. Two hundred and six (206) pre-university students were exposed to both BBTA and conventional instructions during their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which simultaneously improved their examination results. These two elements are critical in students' learning of mathematics because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics.

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Factors That Promote Anxiety toward Math on High School Students

Cited by 15 publications

References 4 publications

Students’ Perception on The Causal Factors of Mathematics Anxiety Among Senior Secondary Schools Students in Lagos State

Students’ Perception on The Causal Factors of Mathematics Anxiety Among Senior Secondary Schools Students in Lagos State

Aprendizaje de las matemáticas en tiempos del covid-19: Una mirada de la percepción de estudiantes de una Institución de Educación Superior en Barranquilla-Colombia

Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies

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