Math Anxiety at the University: What Forms of Teaching and Learning Statistics in Higher Education Can Help Students With Math Anxiety?

Bjälkebring, Pär

doi:10.3389/feduc.2019.00030

Cited by 17 publications

(16 citation statements)

References 15 publications

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“…The territory of the USA and Canada seems to be somewhat less represented [39,40], while studies dealing with mathematics achievement in European higher education are very rare. In this regard, we found a few papers from the following countries: the UK [41], Finland [42], Spain [43], Ireland [44], Germany [22], and Sweden [45]. In our opinion, the origin of the study is an important factor that should be considered when comparing the results.…”

Section: Investigation Of Mathematics Performance At the Tertiary Lev...mentioning

confidence: 99%

Factors Influencing Mathematics Achievement of University Students of Social Sciences

et al. 2020

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The paper aims to investigate the main factors influencing the mathematics achievement of social sciences university students in Slovenia. A conceptual model was derived where three categories of variables were taken into account: attitude towards mathematics and math anxiety, engagement in learning activities, and attitude towards involving technology in learning mathematics. Data were collected for seven consecutive academic years and analysed using Structural Equation Modelling (SEM). The results showed a very high coefficient of determination for mathematics achievement (0.801), indicating that variables “Perceived Level of Math Anxiety”, “Self-Engagement in Mathematics Course at University”, and “Perceived Usefulness of Technology in Learning Mathematics”, together, explain 80.1% of the total variance. Based on our findings, we can conclude that teaching in secondary school is a crucial determinant for success in mathematics at university. It is essential to identify the best methods for secondary school math teachers which will help them give future students better entry-level knowledge for universities. These methods will, hopefully, also improve the level of mathematics self-confidence, as well as lower the level of math anxiety, which all considerably affect the performance of students in university mathematics.

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Section: Investigation Of Mathematics Performance At the Tertiary Lev...mentioning

confidence: 99%

Factors Influencing Mathematics Achievement of University Students of Social Sciences

et al. 2020

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“…There was reduced anxiety in a team collaborative effort compared to a solo quiz-taking effort, and this may have improved their ability to solve the mathematical problems and scores. This was the case in a study by Bjalkebring (2019), where students with high math anxiety relied more on their fellow classmates to help pass the course as compared to students with low math anxiety. In our study, the teams were given the option to merge, and some did naturally and organically with various desires and competitive strategies to improve performance.…”

Section: Methodsologymentioning

confidence: 99%

An Experiment in Active Learning: The Effects of Teams

Ludwig¹

2021

INT J EDUC METHODOL

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In modern times, the importance of education cannot be overstated. Beyond the acquisition of knowledge, perhaps the most important aim of education may be the development of character in individuals, including vitality, courage, sensitiveness, and intelligence, from which our society may experience increased prosperity, peace, and freedom. In this paper we address the daunting challenge of achieving successful, widespread, and inclusive university education. How do we enliven and engage the students in our classrooms? How can we help each and every student in the class self-actualize and reach the highest potential for learning? Active learning is one well-established and potent solution for accelerating the accumulation of knowledge. In this paper, an experiment in active learning utilizing team-based adaptive online quizzes in an introductory math finance course involving 378 undergraduate students over two years is conducted to explore the potency of this active learning methodology compared to a control group with traditional teaching. We find active learning unambiguously improves knowledge accumulation in the individual students, while simultaneously bolstering inclusive excellence across all students in the class, as measured by a relevant and meaningful quantitative metric. The paper concludes with a discussion comparing the quality of active vs. traditional teaching methods and offers interpretations of the quantitative results. The results of this paper support the widely accepted theme in the literature that active learning has a positive effect on student performance in STEM (Science, Technology, Engineering, and Math) courses.

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“…Sebagai solusi, pihak universitas terutama program studi hendaknya menyediakan program perkuliahan yang dapat memfasilitasi calon guru untuk menguasai teknik mengajar yang efektif dan bermakna bagi siswa (Rahayu, Sartono, et al, 2019). Lebih lanjut, selama proses perkuliahan mahasiswa dengan gangguan kecemasan matematika akan lebih terbantu proses belajar mereka ketika belajar bersama mahasiswa lainnya (Bjälkebring, 2019). Dengan demikian, sebaiknya proses perkuliahan selama era pandemi didesain agar terciptanya aktivitas diskusi antar mahasiswa walaupun dengan menggunakan media pembelajaran daring.…”

Section: X≤ -15 Sd Sangat Rendahunclassified

Mathematics Anxiety Level of Pre-Service Elementary School Teachers During Online Learning in the Covid-19 Pandemic

Manapa

2021

Jour. Mediv. Veter. Semar.

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The purpose of this study was to find out students' math anxiety levels and compare math anxiety levels between semesters. This research was conducted because of the impact of online lectures during the pandemic era, namely the decrease in student achievement in all mathematics courses. This research was conducted in the Primary School Teacher Education Study Program of Tribuana Kalabahi University. The research method used is a quantitative research method with a comparative approach. The subjects of this study were 157 students who were in semesters 2 and 4. The instrument used in this study was the Revised-Mathematics Anxiety Survey (R-MAX) developed by Bursal and Paznokas. In this study, the instrument feasibility test is still conducted using the validity of the content and reliability test of the instrument. This instrument is declared valid in content according to mathematicians. In addition, the instrument is declared reliable using the Cronbach Alpha method with a reliability coefficient of 0.911. The results showed that students' math anxiety levels were at moderate levels. Cumulatively, 71.3% of students had moderate to very high anxiety disorders. Further comparative test results using independent t-tests showed that there was no difference in the average student math anxiety score based on semester class. Special attention is needed from the University considering the impact of student anxiety on learning achievements and pedagogic competencies in the future. Keywords: online learning, student math anxiety.

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Math Anxiety at the University: What Forms of Teaching and Learning Statistics in Higher Education Can Help Students With Math Anxiety?

Cited by 17 publications

References 15 publications

Factors Influencing Mathematics Achievement of University Students of Social Sciences

Factors Influencing Mathematics Achievement of University Students of Social Sciences

An Experiment in Active Learning: The Effects of Teams

Mathematics Anxiety Level of Pre-Service Elementary School Teachers During Online Learning in the Covid-19 Pandemic

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