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

Shishigu, Aweke

doi:10.5899/2018/metr-00096

Cited by 12 publications

(10 citation statements)

References 8 publications

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“…Looking at our daily activities, mathematics applies to cooks, farmers, carpenters, mechanics, shopkeepers, doctors, and musicians, to mention a few. Therefore, we can say that everybody needs mathematics (Shishigu, 2018).…”

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confidence: 99%

The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council

Salahot

2022

int.jour.sci.res.mana.

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The continuous trend of poor mathematics performance in Tanzania has developed different stakeholders' attention, including the Government, to research the possible causes of poor performance. The presence of mathematics anxiety among students is believed to have an impact on students' performance in Mathematics. In this study, the researcher aimed to investigate the effects of Mathematics Anxiety on Mathematics Performance Among Secondary Schools Students in Tanzania. The study employed a sample size of 396 students from six secondary schools in the Arusha City Council. The researcher collected data through structured questionnaires with closed-ended questions distributed to respondents. Respondents' mathematics terminal examination marks were used in this study. The collected data were analysed using descriptive (percentages and mean) and inferential statistics (correlation and multiple regression analysis). The results generally revealed a significant effect of mathematics anxiety on mathematics performance among secondary school students at a 0.05 level of significance (P-Value 0.00 2- tailed). A correlation coefficient r = 0.304 indicate a significant moderate positive relationship between the effects of mathematics anxiety and mathematics performance. The regression equation indicates that mathematics anxiety affects mathematics performance by 46.6% when other factors remain constants. Based on the findings, it was recommended that mathematics teachers be aware of the possibility of mathematics anxiety among their students. Also, further studies that involve a large sample should be conducted to re-confirm the assertion.

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confidence: 99%

The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council

Salahot

2022

int.jour.sci.res.mana.

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“…As the characteristics of the respondents would show, somehow, the admitted senior high school students were less confident in terms of equipping themselves with mathematical skills. In the path model analysis of Shishigu (2018), prior mathematics achievement was the strongest predictor for mathematical anxiety and present achievement in mathematics.…”

Section: Discussionmentioning

confidence: 96%

Mathematical Anxiety as Predictor of Learning Motivation Strategies

Marticion

2021

Southeast Asian Math. Educ. J.

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Empirical findings showed how mathematical anxiety of an individual predicts the academic performance of learners. As a coping mechanism, learners are left with various choices on dealing with subjects inclined with mathematical concepts. One way to cope up is the preference of learning motivation strategies. The motivation strategies were categorized into cognitive, meta-cognitive, non-informational resources management and informational resources management. However, there is a scarce literature on how anxiety could predict the behaviour of an individual’s accommodation of these strategies. This led the researcher to investigate the predictive behaviour of mathematical anxiety on student’s utilization of learning motivation strategies among senior high school students enrolled in Science, Technology, Engineering and Mathematics program. The program was crafted for students who are inclined in sciences and mathematics. Results revealed respondents have moderate level of anxiety wherein course anxiety contributes to the level of anxiety felt. Among the learning motivation strategies, self-regulation strategy was the most commonly utilized strategy among respondents with peer learning as least utilized. However, bivariate analysis showed anxiety is moderately related with rehearsal, organization, effort regulation, time and study environment, peer learning and help-seeking strategies. Regression analysis was also tested to reveal how anxiety predicts specific learning motivation strategy. Analysis revealed that anxiety predicts the utilization of effort regulations strategies in learning mathematically inclined subjects. The findings provided a new perspective on how anxiety allows an individual to utilize available strategies for understanding various concepts. Teachers are encouraged to cultivate a culture of regulation, environment conducive for learning, peer interaction and access to Internet-based or digital resources for learning

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“…The majority of the study's findings point to a negative correlation between test anxiety and academic accomplishment. According to these data, an increase in test anxiety affects pupils' academic achievement (Oluoch, 2018;Dodeen H. M., 2014;Shishigu, 2018;and Syokwaa, 2014). However, in their research, Kavakci et al (2014) found no link between test anxiety and student academic achievement.…”

Section: Assessment Anxietymentioning

confidence: 97%

Motivational Factors in Science Learning, Learner's Satisfaction and Learning Outcomes of Pre-Service Teachers

Capunitan,

Lirado,

Gregana

2023

IJSMR

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Motivation is a significant factor of academic success to actively engage the students in a more meaningful discussion. And the big challenge here is getting the students motivated enough to cope with the new system, learn, and succeed on their own which is critical to their academic performance and overall success. This study aimed to measure and analyze if there is significant relationship between the motivational factors as perceived by the science students and their academic performance. Likewise, association between the motivational factors and learners’ satisfaction is also measured. The study is a descriptive-correlational in nature and employ in sixty-five (65) science students of Laguna State Polytechnique University. Survey questionnaire is adapted in Science Motivational Questionnaire (SMQ-II) and a researchermade questionnaire are administered to gather data that are needed and crucial for this study. The study found out that there is no significant relationship between the motivational factors and academic performance of the students. Notably, there is enough evidence that supported the claim that motivational factors are significantly correlated with the satisfaction of the students towards learning components. However, it appears that the assessment in anxiety as motivational factors has no significant relation with any of the learning components. Likewise, the component learning environment, is also not associated with any motivational factors.

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

Cited by 12 publications

References 8 publications

The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council

The Effects of Mathematics Anxiety on Mathematics Performance among Secondary School Students in Tanzania: A Case of Arusha City Council

Mathematical Anxiety as Predictor of Learning Motivation Strategies

Motivational Factors in Science Learning, Learner's Satisfaction and Learning Outcomes of Pre-Service Teachers

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