Mathematics anxiety of freshmen college students of the University of the Cordilleras

Abstract

The researcher has taught Mathematics for five years. Like other teachers, she is continuously searching for teaching methods in an attempt to improve the learning of Mathematics. When she was teaching, at the beginning of each semester, she would ask her students to write their expectations and what they want to achieve and learn in her Mathematics class. Many of these Mathematics students have negative attitudes towards Mathematics. This prompted her to seek answers to some questions that she wants to investigate. The purpose of this thesis was to identify math-anxious students, study the level of anxiety of these students and how some factors like the classroom environment, attitude towards Mathematics, peers and teachers influence their level of anxiety and achievements in Mathematics and help these students overcome their anxiety and eventually promote learning Mathematics. Four overriding objectives governed this study: 1. To find the level of anxiety of the respondents. 2. To determine if there are associations between classroom learning environment dimensions and the level of Mathematics anxiety and attitudes of the respondents. 3. To find the correlation of the attitude of the respondents and the learning environment with the level of 4. To find out the measures undertaken by the respondents to overcome their Mathematics anxiety. Data from this study were collected randomly from freshmen college students enrolled during school year 2005-2006 of the University of the Cordilleras in Baguio City, Philippines under the College of Nursing, College of Arts and Sciences and College of Education excluding the Mathematics Majors. From these three colleges, a sample of 345 students was taken based on the formula of Sloven using 0.05 margin of error. Quantitative data were collected via three instruments. The What Is Happening In this Class? (WIHIC; Fraser, McRobbie, & Fisher, 1996) learning environment instrument measured students' perceptions of psychosocial learning environment areas: Student Cohesiveness, Teacher Support, Involvement, and Task Orientation. There are 20 total items in the WIHIC, with each scale having 5 questions. In order to measure attitudes towards mathematics, the Test of Mathematics-Related Attitudes (TOMRA; Margianti, 2001) W73 used. The original TOMRA used in this study included two scales with 10 questions each. These scales assess Enjoyment of Mathematics Lessons and Normality of Mathematicians. The instrument used to measure two factors of Mathematics anxiety used in this study was an updated version of the Revised Mathematics Anxiety Ratings Scale (RMARS; Plake & Parker, 1982). This instrument measures perceptions of Mathematics anxiety in two areas: Learning Mathematics Anxiety and Mathematics Evaluation Anxiety. There are 24 questions altogether in the RMARS, with 16 of them assessing the Learning Mathematics Anxiety scale. Associations between the classroom learning environment factors and attitude factors and Math anxiety was explored by using Pearson product-moment correlation. The level of influence of the classroom learning environment factors and attitude towards Mathematics was measured using weighted mean, as well as the level of Mathematics anxiety of the respondent. Qualitative data were collected through interviews with 1a4-hematics teachers of the University of the Cordilleras. these interviews took place before the survey instruments were completed and were used to help to corroborate or refute findings from the quantitative data. The findings of this study are as follows: 1. The level of Mathematics anxiety was moderate. 2. The results of the influence of learning environment And the attitude of the student’s towards Mathematics was also moderate, as well as the level of influence of the respondents' attitude towards Mathematics. 3. The associations found between the learning environment scales and learning Mathematics anxiety included negative and independent relationships with Student Cohesiveness and Task Orientation. 4. Most of the respondents' chose, "Do all homework, not just some" and "Make every effort to attend all meetings" as a way to alleviate Mathematics anxiety and do well in a Math class. In the light of the findings of the study, the following conclusions are drawn: 1. The respondents' level of Mathematics anxiety indicates a good learning environment, where the student's feel safe and secure alleviates Mathematics anxiety 2. The influence of learning environment suggests that the interpersonal relationships that the students' feels in the classroom can affect the way that they feel about the subject area as well. 3. The associations between learning environment, attitude and Mathematics anxiety indicates that a good student will do what he has to do regardless of the learning environment and their attitude towards Mathematics. 4. The freshmen students of the University thinks that "doing all homework assigned, and not just some" and "attending all class meetings" is important and helps alleviate Mathematics anxiety. They demonstrate a good sense being responsible and having internal motivation. Based on the findings and conclusions of the study, the recommendations are as follows: 1. A strategy to eliminate Mathematics anxiety in the classroom is to teach Mathematics so the students can understand. Relate this to the outside world and everyday living. For example, when teaching distance of one point to another with angle measurements, take them outside and measure distances from a bench to a tree. The more the students relate and understand, then the less Mathematics anxiety they will have. Special tutoring and attempts to make the content meaningful to the student will help treat Mathematics anxiety. 2. Math anxious students must take specific actions to increase their comfort level with Math. These actions includes improving study techniques, using learning tools, attending tutoring sessions as well as learning and applying relaxation techniques. Students should also make use of Math Clubs, Math Clinics an Math tutorial centers that helps students with Mathematics. 3. Some of the steps recommended for students for overcoming math anxiety are: • Doing math every day • Preparing adequately, for example attending class and reading the math textbook and continuous practice • Identifying and eliminating negative self-talk and believing in your own capabilities 4. Students who are not Math anxious or who are no longer Math anxious, because their perspective on Mathematics has changed should become a part of a support system to help others seeking help with Mathematics. 5. Because it is difficult to identify someone is Math anxious only defines the symptom, not the cause of the anxiousness, teachers should be observant and careful to discern those students who probably has a high level of Math anxiety because teachers can contribute to their students' Mathematics anxiety. While some tension is important for learning situations, teachers should avoid environments that involve negative situations such as nervousness and dread. The role of the teacher is important, especially through positive support and the feelings of equity that they portray. Create a positive learning environment to help each student improve his or her performance in Math class. 6. Also, the level of enjoyment during Mathematics classes could be related to the academic success of students as well. The role of humor in the classroom environment and its impact on the attitudes and anxiety of students is a forgotten component of the classroom dynamic. When a student is relax and enjoying themselves, one can teach them anything. 7. Lastly, further research on investigation into the relationship between the perceived normality of Mathematicians, and the level of Mathematics anxiety that a student feels is also recommended. Also, the role of the learning environment in a Mathematics classroom to provide opportunities for the academic success of individual students would enable teachers to see the practical importance of developing enriching and supportive environments. It is the researcher's hope that, through the research presented, information and ideas can be shared that will make the Mathematics classroom a place of success and confidence for students and not of fear and dread.