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FACTORS CAUSING MATHEMATICS ANXIETY AMONG UNDERGRADUATE
STUDENTS
Hasbee Hj. Usop University Malaysia Sarawak
Hong Kian Sam University Malaysia Sarawak
Nur A’ain Sabri University Malaysia Sarawak
Tan Kock Wah University Malaysia Sarawak
Abstract
This study focused on the factors that caused mathematics anxiety among undergraduate
students with the aim of determining the influence of parents, teachers, society and peers on
the development of mathematics anxiety. Grade level at which the anxiety started, and
teaching strategies that contribute or reduce mathematics anxiety were investigated. Seventy
three undergraduate students from one public local university were used as the sample of the
study. A questionnaire was used in this study to obtain the required data which included the
Mathematics Anxiety Rating Scale – Short Version (MARS-S). The relationships between
the various variables in the study were investigated using Pearson-product moment
correlations. The results showed that the students have moderate level of mathematics
anxiety. Teachers appeared to have the most influence on students’ mathematics anxiety.
There was a positive relationship between students’ perceptions about society myths and
mathematics anxiety. Grade level at which anxiety started and students’ perceptions of the
importance society placed on mathematics was found not to be related to mathematics
anxiety. The results also indicated that teaching strategies such as individual and competitive
activities contributed to mathematics anxiety. Nonetheless, some of the learning strategies
could reduce students’ mathematics anxiety. Thus, the findings showed the existence of
mathematics anxiety among undergraduate students and also indicated that society myth on
the importance of mathematics and teaching strategies could results in increasing mathematics
anxiety.
Introduction
Malaysia envisaged attaining the status of a developed country by the year 2020. By then, the
Malaysian society will have evolved into one that is democratic, liberal, tolerant, caring, progressive and
possessing a competitive and dynamic economy. It is argued that establishing a scientific and technological
culture will lay the foundation towards the attainment of such a society. Hence, science, mathematics and
technology have always been emphasized in the national development plans. Mathematics certainly means
many things to many people (Marzita binti Puteh, 2002). Many aspects of daily life require some knowledge of
mathematics. Knowledge of mathematics and the ability to use this knowledge is critical to the pursuit of many
existing and newly emerging occupational fields. Moreover, all undergraduate students are required to take
some level of mathematics. If students suffer from mathematics anxiety, their willingness to enrol and succeed
in mathematics courses diminished (Stubblefield, 2006).
Mathematics anxiety is a problem for many people. It can have detrimental effects for college students
including feelings of nervous tension, fear of rejection, and stress (Truttschel, 2002). According to Perry (2004),
much like a novice golfer on the first tee, the mathematics student can seriously hamper her or his performance
by being nervous and insecure toward mathematics. At the college level, this anxiety is most often seen in
mathematics courses required for nontechnical majors. Most mathematics teachers would agree that
mathematics anxiety stems primarily from students’ fears of failure and feeling of inadequacy. In most cases,
mathematics anxiety is not extreme or overwhelming, yet it continues to haunt most students throughout their
encounter with mathematics.
Many adults are blocked from professional and technical job opportunities because they fear or
perform poorly in mathematics. Most of these adults are brain-capable of learning more mathematics. Theirs is
not a failure of intellect, but of nerve. All people have some mathematics anxiety, but it disables women and
minorities more than others. There is a cure, but it involves changing learners and teachers attitudes at the same
time.
Mathematics anxiety also could develop as a result of a student’s prior negative experiences learning
mathematics in the classroom or at home (Rossnan, 2006). Mathematics anxiety has been a prevalent concern
among educators and others in the society for decades. Now, with the advent of computer technology, the need
for understanding of mathematics is becoming critical. Teachers can play an important role in reducing the
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level of mathematics anxiety among their students (Furner & Berman, 2003). Students tend to have high level
of nervousness, fear, or discomfort toward mathematics, due to their prior experiences with mathematics
teachers and other influential persons (Baylor, Shen, & Warren, 2000).
Mathematics anxiety in children is a learned response from the attitudes of parents and educators alike.
Alleviating this problem involves many issues ranging from cognitive development to changes in environmental
viewpoints. Changing these external biases seems to be the most basic solution. Parents and educators must
change their perspectives of mathematical skills in a positive way. Students model the expectations and attitudes
of their parents and educators. By embracing mathematics as an essential tool for success in our society, these
adults can help create a new viewpoint among students toward skills that are so fundamental to so many aspects
of life.
Mathematics educators need to recognize the causes of mathematics anxiety. Educators can become
more informed about the effects of mathematics anxiety by reading related literature and attending workshops
and conferences on the topic. Students should be made to realize that myths such as mathematics aptitude are
genetic and mathematics being a male domain is simply not true (Woodard, 2004). Changing attitudes about
mathematics will require support from parents, teachers and society. If negative attitudes are not changed,
students’ performance, college and career choices will be limited (Shields, 2006). Mathematics anxiety is a
reality for many students. Educators should be knowledgeable about its causes and provide supportive learning
communities that assist students in overcoming it (Barnes, 2006).
Purpose of Study
The main objective of this study was to investigate the factors that cause mathematics anxiety among
undergraduate students. To achieve the objective of this study, the following research questions were generated.
1. What was the level of mathematics anxiety among the students?
2. Was there a relationship between mathematics anxiety and the grade level at which the anxiety started?
3. Was there a relationship between mathematics anxiety and students’ perceptions of the value that
society places on mathematics?
4. Were certain teaching/learning strategies related to students’ mathematics anxiety?
Literature Review
Definition and nature of mathematics anxiety
Mathematics anxiety describes the states of mind developed through personal experience, and
individual emotional responses to these experiences. Negative feelings towards learning mathematics arise as a
consequence of a range of encounters relating to the way mathematics is presented, taught and learnt by
individuals (Green & Allerton, 1999). According to Sheffield and Hunt (2007), mathematics anxiety in many
ways is easy to describe and define. It is the feelings of anxiety that some individuals experience when facing
mathematical problems. Like other form of anxiety, students may feel their heart beat more quickly or strongly,
they may believe they are not capable of completing mathematical problems, or they may avoid attempting
mathematics courses.
Mathematics anxiety is known as a disabling condition when students struggle with mathematics. This
condition is a specific and real fear of mathematics that causes students to have an obsessive urge to avoid
mathematics completely (Oxford & Vordick, 2006). Mathematics anxiety can occur in all levels of education
from primary school to higher education, and once established, can persist in life, interfering with every day
activities involving numeracy and further learning of mathematics. Mathematics anxiety usually comes from
negative experiences in working with teachers, tutors, classmates, parents or siblings (Yenilmez, Girginer, &
Uzun, 2007).
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. This is unfortunate especially as society becomes more reliant on mathematical literacy
(Scarpello, 2005). Barnes (2006) stated that mathematics anxiety could be caused by a number of things:
unpleasant past experiences with mathematics in the classroom, a parent conveying the message to their
children that mathematics is boring and useless, or from the attitudes of the teachers themselves.
Mathematics anxiety is a problem for many college students, not only those in developmental
mathematics courses. If a technique is found to facilitate the alleviation of mathematics anxiety for students
through improved pedagogies, information, and resources, it could remedy students’ mathematics anxiety while
helping them acquire the necessary mathematics skills required for degree completion (Johnson, 2003).
The influences of parent, teachers, society and peer on mathematics anxiety
Parental involvement and a parents’ role in changing attitudes toward mathematics are important.
Parents need to take a proactive role in the education of their children (Furner & Berman, 2003). Supportive
parents contribute to the success of their children while unsupportive ones add to the academic problems (Silva,
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Tadeo, Reyes, & Dadigan, 2006). Parents should talk with their children about their anxieties. They should
discuss the feelings that the child associates with mathematics and try to pin point when the children started to
experience these feelings (Rossnan, 2006). Oxford and Vordick (2006) stated that there are many more
influences that are believed to help cause mathematics anxiety. The teacher’s attitude is a major factor since
students do not want to learn a subject that the teacher seems uninterested in or uncomfortable with. Other
issues include impractical applications, high volumes of assigned problems, and short time spans to complete an
assignment. McNaught (2007) indicated that good teachers are able to create a learning environment in which
students have high and positive expectations about their learning, co-operative behaviour is pronounced, and the
culture encourages learning to occur. Rossnan (2006) suggested that teachers and parents should work together
to assure every students that learning mathematics is important, relevant, and fun so that they can learn the
mathematics skills that they need to succeed
Peer engagement makes a direct contribution to student’s learning and success. Peer may provide
instrumental aid, by teaching or tutoring their friends, by helping them keep track of assignments, or by
studying together. These supports would make student’s efforts more effective, in terms of both learning and
graded performances on homework, projects, and tests (Kindermann & Skinner, 2008). Shields (2006) reported
that society plays a large role in the development of mathematics anxiety. For some reason, mathematics seems
to be the only subject which people can express their lack of knowledge and hate for, and still be considered
socially acceptable, normal contributors to society.
Teaching and learning strategies perceived as contributing to and reducing of mathematics anxiety Most of the students experienced mathematics anxiety when teachers used teaching strategies such as
working in a group in class, having a partner in class and outside of class, discussing experiences or difficulties
related to mathematics with other students from class, asking questions of the instructor in class, and
individually reminding one self of being mentally capable (Sutter, 2006). Shields (2006) had tested seven
teaching strategies in the contribution to mathematics anxiety. All of them were significantly related with
mathematics anxiety. The strategies were individual competitive mathematics activities, independent
mathematics work, being taught in large and small group, working with a partner in mathematics activities,
social interactions which included talking and discussion in mathematics class and being a member of a team in
competitive mathematics activities. Oxford and Vordick (2006) suggested that there were many causes of
mathematics anxiety and the causes appeared to stem from an instructor’s methods of teaching. A teacher’s
inclination to emphasize only one method of solving a mathematics problem is another likely cause of anxiety.
Barnes (2006) reported that students made several suggestions as to how to reduce mathematics
anxiety. They felt that teachers should teach students study habits, raise students’ confidence in their
mathematical abilities, walk around the classroom to help students and answer questions, and for teachers to
provide more hands on activities during mathematics class. Besides, students felt that after school tutoring was
important in decreasing mathematics anxiety. They also suggested that students use self-help programs to
answer their questions about mathematics. Relaxing was also a key in decreasing mathematics anxiety. Students
felt that teachers could be doing a lot more in the classroom to decrease mathematics anxiety. According to
study by Iossi (2007), strategies for minimizing anxiety include curricular strategies, such as retesting, self-
paced learning, distance education, single-sex classes, and mathematics anxiety courses. Then, instructional
strategies could also be used such as manipulative, technology, self-regulation techniques, and communication.
In addition, reducing anxiety also included non-instructional strategies, such as relaxation therapy and
psychological treatment.
Teachers can also implement prevention and reduction techniques in class. Some helpful strategies for
teachers to use include presenting clear explanations, reviewing the basics, teaching critical thinking, exhibiting
enthusiasm about the subject, giving feedback and partial credit, reviewing for exams, and offering alternative
testing times (Woodard, 2004). Although solutions to anxiety are not guaranteed, it may help for teachers to
incorporate greater structure into the lesson plans, and encourage an interactive classroom that will stimulate
questions, and where students will feel comfortable (Oxford & Vordick, 2006).
Methods
Research Design
A cross-sectional survey with correlational study was employed for the purpose of this study. This type
of research design was appropriate as this study investigated the relationships between one or more independent
variables and one or more dependent variables.
Samples
The sample of the study consisted of 73 undergraduates in a public university in Malaysia. They were
first-, second- and third-year students enrolled in three randomly selected courses.
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Research Instruments
The research instrument used for this study was a questionnaire consisting of four sections. In section
A, the participants were required to complete their personal profiles including their rating of mathematics
anxiety level, who had the greatest influence on their development of mathematics anxiety, and the grade level
at which mathematics anxiety started.
In section B and C, a 5-point Likert scale (1= Strongly disagree to 5 for Strongly agree) was used to
assess the participants’ degree of agreement with teaching activities that causes mathematics anxiety and
learning activities that reduces mathematics anxiety.
In section D, the items were adapted from the Mathematics Anxiety Rating Scale (MARS)–Short
Version. The 15 items in this section consisted of items on mathematics related tasks and students were required
to rate their levels of fear or apprehension with the tasks. The participants rated their levels of anxiety using the
dimensions of “not at all”, “a little”, “a fair amount”, “much”, or “very much”.
Data Collections Procedures Firstly, the researcher obtained approval from the Faculty to administer the questionnaires to the
identified students. Then with the permission of the course lecturer, the researcher entered the class and
administered the questionnaires to the students. The researcher explained the purposes of the study and ensured
the confidentially of responses. Then the researcher briefed the students on how to answer the questionnaires
and assist them if they have problems to understand the questions. Discussions between students were
discouraged. Students were required to complete the questionnaires in 20 minutes.
Data Analysis
The data collected were coded and analyzed using the Statistical Package for Social Science (SPSS)
Version 15.0. The data were analyzed using descriptive analysis and Pearson-Product Moment Correlation.
Results
Students’ level of mathematics anxiety based on self-perceived measure and MARS-S
Students’ perceived level of mathematics anxiety was measured based on their responses to the item
“How would you rate your anxiety level related to mathematics” in Section A of the questionnaire as shown in
Table 1. Most of the students indicated that they were a little anxious of mathematics (n=25, 34.2%) or have a
fair amount of anxiety (n=22, 30.1%).
Table 1
Students’ Perceived Level of Mathematics Anxiety
In addition, students’ level of mathematics anxiety was also measured using MARS-S questionnaire in
Section D of the questionnaire. The students responded to 15 items which indicate their level of fear or
apprehension to 15 mathematical tasks. Each item has five-choices of response (1=Not at all, 2=A little, 3=A
fair amount, 4=Much, and 5=Very much). Thus, the minimum and maximum possible scores are 15 to 75, with
lower scores indicating less anxiety and higher scores indicating higher anxiety. The students’ mean score for
MARS-S was 48.9 with a standard deviation of 12.1. Thus, the results from the MARS-S indicated that the
students have moderate level of mathematics anxiety, similar to those obtained from the students self-perceived
level of mathematics anxiety discussed in Table 1. The mathematics anxiety score, as measured on the MARS-S
was positively correlated with the students’ perceived level of mathematics anxiety (r=0.571, p<0.0005).
In addition, in responding to the item, “Who do you believed had the greatest influence on the
development of your mathematics anxiety”, most of them believed that teachers had the greatest influence on
the development of mathematics anxiety (n=39, 60.9%) as shown in Table 2.
Level of anxiety N %
No anxiety
A little anxiety
A fair amount of anxiety
Much anxiety
Very much anxiety
9 12.3
25 34.2
22 30.1
9 12.3
8 11.0
5
Table 2
Descriptive Statistics of the Influence of Parents, Peer, Teachers and Society on Mathematics Anxiety
Relationship between mathematics anxiety and the grade level at which the anxiety started
The students were also asked to indicate the grade level in school when they started to become anxious
about mathematics. As shown in Table 3, most of the students indicated that their mathematics anxiety started
during their upper secondary levels and university education. However, their level of mathematics level as
indicated by their self-perceived measure in Section A was not significantly correlated with grade level at which
the anxiety started (r=0.073, p=0.566).
Table 3
Descriptive Statistics on at What Grade Levels Mathematics Anxiety First Started
Relationship between mathematics anxiety and students’ perceptions of the value that society places on
mathematics
Students’ perceptions of the value society places on mathematics were measured by two items in
Section B of the questionnaire as shown in Table 4, while their level of mathematics anxiety was based on their
self assessed level of anxiety in Section A of the questionnaire. The results in Table 4 shows that students’
perceptions about the importance society placed on mathematics were not significant related to their
mathematics anxiety level (r=0.098, p=0.407). In contrast, students’ perceptions about society myths about the
difficulties of learning mathematics were significantly correlated with their mathematics anxiety level (r=0.461,
p<0.0005).
Table 4
Correlations between Mathematics Anxiety Level and Students’ Perceptions of the Value that Society Places on
Mathematics
Items Mathematics anxiety level
Society led me to believe that mathematics
would be very important in my future.
0.098
(p=0.407)
Society myths about mathematics difficulties
make me anxious.
0.461**
(p=0.000)
Influences on mathematics anxiety N %
Parents
Peer
Teachers
Society
8 12.5
6 9.4
39 60.9
11 17.2
Grade level N %
Primary one
Primary two
Primary three
Primary four
Primary five
Primary six
Secondary one
Secondary two
Secondary three
Secondary four
Secondary five
Secondary six/ matriculation
University
7 10.9
0 0.0
1 1.6
0 0.0
0 0.0
5 7.8
5 7.8
0 0.0
1 1.6
14 21.9
7 10.9
10 15.6
14 21.9
6
Table 5
Teaching Strategies Posited to Increase Mathematics Anxiety Level Items Strongly
disagree Disagree Neutral Agree Strongly
agree Mean Standard
deviation
1. Individual competitive
mathematics activities make me
anxious.
4
(5.5%)
11
(15.1%)
24
(32.9%)
28
(38.4%)
6
(8.2%)
3.3 1.01
2. Independent mathematics
work makes me anxious.
5
(6.8%)
14
(19.2%)
24
(32.9%)
21
(28.8%)
9
(12.3%)
3.2 1.11
3. Being a member of a team in
competitive mathematics
activities makes me anxious.
12
(16.4%)
13
(17.8%)
18
(24.7%)
25
(34.2%)
5
(6.8%)
3.0 1.21
4. Being taught in large group
makes me anxious.
6
(8.2%)
21
(28.8%)
21
(28.8%)
16
(21.9%)
9
(12.3%)
3.0 1.16
5. Being taught in small group
makes me anxious.
13
(17.8%)
25
(34.2%)
21
(28.8%)
11
(15.1%)
3
(4.1%)
2.5 1.08
6. Working with a partner in
mathematics activities makes
me anxious.
17
(23.3%)
18
(24.7%)
25
(34.2%)
9
(12.3%)
4
(5.5%)
2.5 1.14
7. Talking, discussing, and
social interactions in
mathematics class make me
anxious.
15
(20.5%)
19
(26.0%)
25
(34.2%)
10
(13.7%)
4
(5.5%)
2.6 1.13
Note: 1 = Strongly disagree and 5 = Strongly agree
Teaching and learning strategies and students’ mathematics anxiety
Based on the literature, some teaching strategies have been posited to contribute to students’
mathematics anxiety. Seven items in Section B of the questionnaires were intended to determine this conjecture.
The findings are shown in Table 5. Thus, of the seven teaching strategies, independent and competitive
mathematics activities appeared to make students more anxious, while being taught in small groups, having a
partner in doing mathematics activities and social interactions in mathematics classes did not appear to make the
students anxious.
On the other hand, based on the literature, certain learning strategies have been posited to be able to
reduce students’ mathematics. Section C listed 11 possible learning strategies and students were required to
state their level of agreement to whether each strategy reduced their mathematics anxiety. The findings in Table
6 indicated that nine of the posited learning strategies could result in lower anxiety level. The nine strategies
included seeking assistance from tutor or instructors, peer support groups, completing the assigned homework,
having extra studying time for mathematics, looking for additional learning resources, asking questions in class,
using relaxation techniques and having positive self beliefs. On the other hand, counseling sessions did not help
in reducing mathematics anxiety. Nonetheless, students believed that something could be done to reduce their
levels of mathematics anxiety.
Table 6
Teaching Strategies Posited to Reduce Mathematics Anxiety Level Items Strongly
disagree Disagree Neutral Agree Strongly
agree Mean Standard
deviation
1. Getting help from a tutor
reduces my mathematics
anxiety.
2
(2.7%)
5
(6.8%)
14
(19.2%)
37
(50.7%)
15
(20.5%)
3.8 0.942
2. Working with peer support
groups reduces my mathematics
anxiety.
3
(4.1%)
8
(11.0%)
10
(13.7%)
41
(56.2%)
11
(15.1%)
3.7 1.001
3. Doing all the assigned
homework helps reduce my
mathematics anxiety.
4
(5.5%)
8
(11.0%)
14
(19.2%)
29
(39.7%)
18
(24.7%)
3.7 1.131
4. Making extra study time for
mathematics helps reduce my
4
(5.5%)
5
(6.8%)
15
(20.5%)
32
(43.8%)
17
(23.3%)
3.7 1.071
7
mathematics anxiety.
5. Letting my instructor know
when I need extra help reduce
my mathematics anxiety.
1
(1.4%)
8
(11.0%)
17
(23.3%)
32
(43.8%)
15
(20.5%)
3.7 0.964
6. Seeking extra books or
resources to help explain
material reduces my
mathematics anxiety.
3
(4.1%)
6
(8.2%)
14
(19.2%)
35
(47.9%)
15
(20.5%)
3.7 1.017
7. Relaxation techniques reduce
my mathematics anxiety.
4
(5.5%)
7
(9.6%)
19
(26.0%)
32
(43.8%)
11
(15.1%)
3.5 1.042
8. Asking questions in class
helps reduce my mathematics
anxiety.
1
(1.4%)
9
(12.3%)
23
(31.5%)
31
(42.5%)
9
(12.3%)
3.5 0.915
9. Self talk-telling yourself
positive messages reduce my
mathematics anxiety.
4
(5.5%)
11
(15.1%)
21
(28.8%)
28
(38.4%)
9
(12.3%)
3.4 1.061
10. Counselling activities
reduce my mathematics anxiety.
8
(11.0%)
15
(20.5%)
34
(46.6%)
13
(17.8%)
3
(4.1%)
2.8 0.986
11. Nothing reduces my
mathematics anxiety.
24
(32.9%)
22
(30.1%)
21
(28.8%)
1
(1.4%)
5
(6.8%)
2.2 1.126
Note: 1 = Strongly disagree and 5 = Strongly agree
Discussions
The findings showed that majority of the undergraduate students experienced a little to a fair amount of
anxiety toward mathematics course based on a one-question rating in the questionnaire. For the self-assessment
test on Mathematics Anxiety Rating Scale, students mostly obtained a moderate score and this implied that they
exhibited a medium level of anxiety. This result was consistent with study by Yenilmez et al. (2007) which
reported that medium level of mathematics anxiety was observed among the students in their study. Warwick
(2008) also reported that levels of anxiety varied among participants in this study but they did not exhibit
particularly high level of anxiety. Majority of subjects in Warwick (2008) study also registered moderate scores
on Mathematics Anxiety Rating Scale.
This study revealed that teacher was the greatest influence in their development on mathematics
anxiety. It was found to be in agreement with those reported by Shields (2006). Results indicated that 61% of
the participants attributed their mathematics anxiety to teachers. Teachers have a major impact on student’s
attitudes and learning. This result was supported by some prior researchers such as May and Glynn (2008),
Oxford and Vordick (2006), and Silva et al. (2006) who implied that teacher related feedback was prevalent in
the students’ responses. Students attributed much influence and power to their mathematics teachers.
The investigation on the relationship between the grades level at which mathematics anxiety started
with mathematics anxiety indicated that there was no correlation between them. This result was similar with the
results of the research done by Fulya (2008). Fulya (2008) did not find any significant difference in
mathematics anxiety according to grade level. This could in part be due to the fact that these grade levels are
consecutive. One could expect that unless intervened, students’ mathematics anxiety would worsen with time or
grade. Another reason for this expectation could be the fact that subjects in mathematics get harder with each
grade and thus the increased difficulty in the topics could lead to mathematics anxiety or exasperate existing
levels of apprehension toward mathematics. The results of the insignificant relationship between mathematics
anxiety and grade level in this present study and the Fulya’s (2008) study indicated that the difficulty of
mathematics subjects across grade level did not influence the development of mathematics anxiety.
Students’ perceptions about the importance society placed on mathematics were not significant related
to mathematics anxiety. This finding was consistent with the conclusions reported by Shields (2006) that there
was no statistical difference between student’s perception of the value that society places on mathematics and
the mathematics anxiety score. This contradicted with Silva et. al.’s. (2006) findings that society influenced
students’ perception towards learning mathematics for the future. Students know that mathematics was
important through education, an individual accumulated knowledge and develop skills, habits and attitudes
which built up productivity and employability and ensured contributions to the society. A college degree, in a
sense, was a foundation for a career and to acquire it, one must be able to tackle the challenges posed by the
various areas of the tertiary curriculum.
Students’ perceptions about society myths about the difficulties of learning mathematics were
significantly correlated with their mathematics anxiety level. It was found to be in agreement with findings
reported by Kidd (2003) that stated misconceptions about mathematics, or mathematics myths, seemed to be
8
one of the causes of mathematics anxiety. These mathematics myths could be detrimental to a person’s ability to
learn mathematics. This result could also be explained by Gourgey’s (1984, cited in Kidd, 2003) claims that
mathematics anxiety was positively correlated with acceptance of unfounded beliefs about mathematics.
The teaching strategies involving independent and competitive mathematics activities appeared to
make students more anxious, while being taught in small groups, having a partner in doing mathematics
activities and social interactions in mathematics classes do not appear to the students anxious. These findings
were similar to the conclusions revealed in the study done by Sutter (2006) which indicated that medium
anxiety students showed higher relative usage for working in a group in class, having a partner in class and
outside of class, and individually reminding one self of being mentally capable. Likewise, the findings were
consistent with those reported by Shields (2006) that individual competitive mathematics activities and
independent mathematics work tend to results in students having higher mathematics anxiety.
Nine learning strategies including seeking assistance from tutor or instructors, peer support groups,
completing the assigned homework, having extra studying time for mathematics, looking for additional learning
resources, asking questions in class, using relaxation techniques and having positive self beliefs helped in
reducing mathematics anxiety. However, counselling sessions did not help in reducing mathematics anxiety.
Nonetheless, students believed that something could be done to reduce their levels of mathematics anxiety.
These findings were generally supported by the literature. For example, it has been suggested that supportive
actions by teachers and a non-threatening learning atmosphere (Woodard, 2004) can reduce students’ level of
mathematics anxiety.
All the eleven learning strategies which were suggested to be able to reduce mathematics anxiety were
not significantly correlated with mathematics anxiety level. The findings were in line with the results obtained
by Shields (2006). Shields (2006) stated that statistically insignificant results were observed for all teaching
strategies. Furthermore, Perry (2004) believes that teachers and students should stress on positive mathematics
learning experiences in the class to reduce mathematics anxiety and students should have confidence in their
mathematical abilities (Barnes, 2006).
Mathematics anxiety scores, as measured on the MARS-S had a positive significant relationship with
the students’ perceived level of mathematics anxiety. This result was in agreement with the conclusions
reported by Shields (2006) that indicated a strong positive correlation between students’ perceived level of
mathematics anxiety and mathematics anxiety score, as calculated on the MARS-S. This data reveals that
simply asking the students to rank their anxiety level was comparable to administering the MARS-S which is
the most widely used mathematics anxiety instruments.
Conclusions
Therefore, the results of the study, generally, indicated that most of the students did not exhibit high
level of anxiety. Teachers had been identified as the greatest influence on the development of mathematics
anxiety and there was no relationship between mathematics anxiety and the grade level at which anxiety started.
The similar pattern observed for students’ perception about the importance of mathematics from the society’s
view. Conversely, this study showed relationships between students’ perception about society mathematics
myths and mathematics anxiety. The results of this study had also indicated that teaching strategies such as
individual and competitive activities could contribute to mathematics anxiety. Some learning strategies could
assist in reducing students’ anxiety levels. Thus, teachers should consider those findings in planning their
instructions and planning of their mathematics activities in the classroom.
References
Barnes, A. (2006). Investigating the causes of math anxiety in the high school classroom. In L.P. McCoy (Ed.),
Proceedings of Studies in Teaching 2006 Research Digest (pp.13-18). NC: Winston-Salem. Retrieved,
September 1, 2009, from http://www.wfu.edu/education/gradtea/forum06/proceedings06.pdf
Baylor, A.L., Shen, E., & Warren, D. (2000). Supporting learners with math anxiety: The impact of pedagogical
agent emotional and motivational support. Pedagogical Agent Learning Systems (PALS), Research
Laboratory Innovation Park, Florida State University. Retrieved, September 1, 2009, from
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