A Study on The Mathematics Anxiety on Secondary School Students (original) (raw)
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Mathematics Anxiety among the School Students
The present study described the causes of Mathematics anxiety, its' impacts on students and way of mitigation from Mathematics anxiety. Mathematics anxiety can be manifested as psychological, physical as well as behavioral expression. It has negative impact on performance, achievement and social development of the students. There are so many different reasons to create Mathematics anxiety such as teacher's negative attitude, un-psychological teaching methods, negative classroom experience of students, parents' unrealistic expectation and high stake test pressure. If the issue of Mathematics anxiety is not dealt with sincerely, it could have grim effect in many areas of our whole education system. In this issue teacher should most responsible and they should follow the teaching learning procedure 'concrete to abstract' and easy mathematical problem to harder. To mitigate the Mathematics anxiety the external support system is not only teachers' activities but also includes parents' attitude and peer groups.
International journal of health sciences
Mathematics is considered to be an important discipline and every student globally is bound to learn mathematics in curriculum for better opportunities in future and leading a successful life. Basic math skills are important for success in school and everyday life. Yet many people experience uneasiness and fear when dealing with numerical data, often regarded as math anxiety but Math anxiety is not limited to a minority of individuals nor to one country. International comparisons of high school students show that some students in every country are anxious about math. A review of various research papers is presented in this article for exploring the factors of math anxiety among students and how math anxiety has affected the achievement among students in the subject of mathematics.
Analysis of Mathematics Anxiety among B.Ed. students: A Case Study
International Journal of Academic Research in Business and Social Sciences, 2018
The present study is an attempt to analyze the Mathematical Anxiety among student-teacher of district Sukkur of Sindh Pakistan. The aim of study was to analyze the causes of mathematics anxiety among student teacher, and to examine the relationship between mathematics anxiety and avoidance to teach mathematics. Keep in view the topic of present research the mixed methods approach was employed. The quantitative data gathered through surveys while the qualitative data collected through interview protocol to help elaborate on the quantitative data. The sample of study comprises of students of B.Ed. program of district Sukkur and another tool was interview protocol. Data were gathered with the help of an online survey which was completed by 50 student-teachers and follow up face-to-face interviews with five of them. Quantitative data was analyzed in percentages and for qualitative (interviews) data was analyzed by using thematic approach. The findings show that the huge number of student-teachers have mathematics anxiety due to bad experience in Mathematics classroom experience caused by the teacher's traditional attitude and traditional strategies of teaching. Recommendations are made to decrease the development of mathematics anxiety among the student-teachers and break re-occurring cycle of anxiety. Teachers can do away with student's misconception while teaching mathematics by using interactive approaches of teaching. While teaching math's, the focus of teacher should be students leaning not teaching. More focus should be on formative assessment in Math's classroom. Math's should be presented as an enjoyable subject rather than a difficult subject.
EduLine: Journal of Education and Learning Innovation
This research aims to determine the influence of mathematical anxiety on the understanding of mathematical concepts. The method used an investigation and sampling method with a simple random sampling technique, the sample of which was 90 students. Analysis in the context of testing research hypotheses using linear regression analysis tests, with the results of hypothesis tests producing the influence of mathematical anxiety on the understanding of mathematical concepts.
Anxiety towards Mathematics A Case of Study in High School Students
European Journal of Contemporary Education, 2019
The purpose of the research was to identify the existence of anxiety towards mathematics in high-school students. A quantitative, non-experimental and descriptive study was carried out. The sample was made up by 353 high school students from the city of Rioverde S.L.P. of which 164 were men and 189 were women. A non-probabilistic sampling was used. The Auzmendi test was applied and using only the data corresponding to anxiety. The results indicate that 15.3 % of students present a low level of anxiety, 68.6 % a medium level and 16.1 % a high level, which means that a large number of students feel anguish towards this discipline.
Akinremi Tunde, 2019
This study examined the Effect and Relationship of Mathematics Anxiety in Senior Secondary School Student Achievement in Mathematics. The students in Senior Secondary School I (SSS I) and Senior Secondary School II (SSS II) in Government College School Surulere (GCSS), Lagos State, were used for the study. Two hundred and seven (207) students were sampled. Mathematics Anxiety Questionnaire (MAQ) and Mathematics Achievement Test (MAT) were designed and the validity of the instruments was assessed by experts. The hypotheses was analyzed using t-test and Pearson Product Moment Correlation (PPMC) and the research question was analyzed with mean and standard deviation. The findings of the study showed that if teachers have bad behavior and did not use appropriate strategy for teaching of mathematics can make students not to like mathematics, also the bad mathematical orientation the students acquired from senior ones that mathematics is unfriendly reduce their love for mathematics and make it difficult for them to study and understand the subject. All the causes of mathematics anxiety mostly affect the High anxious student at times some moderate anxious student. But for the low and most moderate mathematics anxious student the bad orientation they heard from their senior ones does not make them to dislike mathematics and they do not see mathematics as a boring subject rather interesting subject. Then, the hypothesis result show that there is significant influence of gender on students’ achievement in mathematics, there is significant influence of gender in students’ anxiety in mathematics and that there is significant relationship between mathematics anxiety and students’ achievement in mathematics. It was recommended that teacher should inculcate good behavior in teaching of mathematics, appropriate strategy should be used in teaching of mathematics and that student too should be positive in their attitudes toward mathematics lesson.
Mathematics Anxiety and Achievement Among Secondary School Students
American Journal of Applied Sciences, 2012
Research has shown that mathematics achievement in students is influenced by psychological factors such as mathematics anxiety. Weaknesses among students in learning mathematics in particular will affect the efforts of various sectors in making Malaysia a fully developed nation by 2020. The purpose of this study was to determine mathematics anxiety and mathematics achievement among secondary school students in Selangor, Malaysia. The research examined the differences in mathematics anxiety according to gender as well as the differences in mathematics achievement of students based on the level of mathematics anxiety. The study involved195 Form Four students (86 male and 109 female). The instrument used to measure differences was adapted from the Fennema-Sherman Mathematics Attitudes Scale. The data was analyzed using Statistical Package for the Social Sciences (SPSS) to determine the mean, frequency, t-test and one-way ANOVA. The findings of the study indicated that there is mathematics anxiety among secondary school students. The t-test showed that the mean difference between mathematics anxiety and gender is not significant. The ANOVA test showed that there were significant differences in achievement based on the level of mathematics anxiety. Thus, math anxiety is one factor that affects student achievement. Therefore, teachers should strive to understand mathematics anxiety and implement teaching and learning strategies so that students can overcome their anxiety.
EFFECT OF MATHEMATICS ANXIETY AND ATTITUDE TOWARDS MATHEMATICS ON THE ACHIEVEMENT OF ADOLESCENTS
The present study examined the influence of mathematics anxiety and attitude towards mathematics on mathematics achievement of adolescents. Random sampling technique was used to collect the data. A sample of 120 secondary school students from District Ambala was thus selected. The findings of the study indicated that significant difference exists between mathematics achievement of boys and girls; but no gender difference was found on the variables mathematics anxiety and attitude towards mathematics. Findings also indicated that students with high mathematics anxiety had low achievement scores. Significant but negative relationship was found between mathematics anxiety