Mathematics anxiety and attitude level of students of the faculty of economics and business administrator; The Turkey model

Abstract

In this study the relationship among mathematics anxiety, mathematics attitude, and mathematics success of the Faculty of Economics and Business Administration students were examined. The sample of the study included 1440 students from the Business Administration, Economics and Finance departments of nine universities in Turkey. The 'Math Anxiety Scale' and 'Math Attitude Scale' instruments were used. Demographic information form which was prepared by the authors of this paper was also used. The variance analysis, chi-square, independent samples, t test techniques were used for statistical analyses. According to the results of the analyses, there is no relationship between the level of mathematics anxiety and gender, but the level of mathematics anxiety, department, class, mathematics success and general academic success are related. The Finance department students have higher level of mathematics anxiety than the others. While the mathematics success is decreasing, the level of mathematics anxiety is increasing. However, while the level of mathematics anxiety is increasing, the general academic success is also increasing. Finally, we presented some special strategies for studying mathematics, doing homework, and taking exams in an aim to avoid from the math anxiety.

Mathematics Anxiety and Prevention Strategy: An Attempt to Support Students and Strengthen Mathematics Education

“…This shows that students previous experience in mathematics adversely affect the current status of achievement and anxiety level. This result was in agreement with the study conducted by Rossnan, 2006 [25]; Yenilmez, Girginer, & Uzun; 2007 [32]), that is math anxiety develops as a result of a student's prior negative experiences when learning mathematics in the classroom or at home, which can leave a student with the view that they have poor math ability. Another factor contributing for math anxiety is teaching strategies involving independent and competitive mathematics activities (Sutter, 2006 [28]; Sheffield & Hunt, 2007 [26]).…”

“…Another factor contributing for math anxiety is teaching strategies involving independent and competitive mathematics activities (Sutter, 2006 [28]; Sheffield & Hunt, 2007 [26]). According to Yenilmez, et al, (2007) [32], many students who suffer from mathematics anxiety have little confidence in their ability to do mathematics and tend to take the minimum number of required mathematics courses, greatly limiting their career choice options. Research suggests that anxiety is more of a factor in math than in other subjects.…”

The Effects of Activity Based Learning on Sixth Grade Students’ Achievement and Attitudes towards Mathematics Activities

“…Students experience extreme discomfort and feelings of anxiety when thinking or doing mathematics and the term generally used to describe this state is mathematics anxiety. It can occur in all levels of education from primary school to higher education and, once established, can keep for life, interfering with daily activities involving numeracy and further learning of mathematics (Yenilmez, Girginer, & Uzun, 2007). Teachers' delivery technique may have an effect on students' mathematics anxiety.…”

A Systematic Review Research: ‘Mathematics Anxiety’ in Turkey

“…For instance, such issues as relationship between attitudes and anxiety in mathematics (e.g. Hacıömeroğlu, 2017;Karadeniz & Karadağ, 2014, Şimşek, Şahinkaya & Aytekin, 2017and Yenilmez, Girginer & Uzun, 2007, relationship between some variables and mathematics anxiety (e.g. Çatlıoğlu, Gürbüz & Birgin, 2014;Doruk & Kaplan, 2013;Taşdemir, 2013;Oksal, Durmaz & Akın, 2013;Şentürk, 2012 andUysal &Selışık, 2016), relationship between anxiety, attitudes and self-efficacy in mathematics (e.g.…”