Correlational Analyses Between Mathematics Anxiety and Mathematics Achievement Among Vocational College Students

2014 ◽  
Vol 69 (6) ◽  
Author(s):  
Mohd Rustam Mohd Rameli ◽  
Azlina Kosnin ◽  
Hamdan Said ◽  
Norashuha Tajuddin ◽  
Noriadah Abdul Karim ◽  
...  
Keyword(s):  
College Students ◽  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematics Courses ◽  
Vocational College ◽  
Bivariate Correlation ◽  
Second Year ◽  
And Mathematics

Students with mathematics anxiety have always been found different from their non-anxious peers on measures of mathematics performance. The current study investigated the phenomenon of mathematics anxiety among vocational college students and its relationship with mathematics achievement. A total of 150 second year students were selected to complete the mathematics anxiety scale. Relative mean analysis indicated that 50% (n=75) of the samples were categorized as mathematics anxiety students. Bivariate correlation analysis revealed that a significant negative correlation exists between mathematics anxiety and mathematics achievement. The results of simple regression showed that mathematics anxiety was a significant predictor of mathematics achievement. Findings of this study suggest that the phenomenon of mathematics anxiety among vocational college students should be addressed in order to ensure that they can perform well in mathematics courses and thus achieve their aims to graduate successfully.  

The Relation Between Mathematics Anxiety and Mathematics Performance Among School-Aged Students: A Meta-Analysis

2019 ◽  
Vol 89 (3) ◽  
pp. 459-496 ◽  
Author(s):  
Jessica M. Namkung ◽  
Peng Peng ◽  
Xin Lin
Keyword(s):  
Negative Correlation ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Significant Negative Correlation ◽  
Mathematics Performance ◽  
Mathematical Tasks ◽  
Final Exam ◽  
And Mathematics ◽  
Underlying Mechanisms ◽  
Student Grades

The purpose of this meta-analysis was to examine the relation between mathematics anxiety (MA) and mathematics performance among school-aged students, and to identify potential moderators and underlying mechanisms of such relation, including grade level, temporal relations, difficulty of mathematical tasks, dimensions of MA measures, effects on student grades, and working memory. A meta-analysis of 131 studies with 478 effect sizes was conducted. The results indicated that a significant negative correlation exist between MA and mathematics performance, r = −.34. Moderation analyses indicated that dimensions of MA, difficulty of mathematical tasks, and effects on student grades differentially affected the relation between MA and mathematics performance. MA assessed with both cognitive and affective dimensions showed a stronger negative correlation with mathematics performance compared to MA assessed with either an affective dimension only or mixed/unspecified dimensions. Advanced mathematical tasks that require multistep processes showed a stronger negative correlation to MA compared to foundational mathematical tasks. Mathematics measures that affected/reflected student grades (e.g., final exam, students’ course grade, GPA) had a stronger negative correlation to MA than did other measures of mathematics performance that did not affect student grades (e.g., mathematics measures administered as part of research). Theoretical and practical implications of the findings are discussed.

Mathematics anxiety and mathematics achievement

2003 ◽  
Vol 15 (2) ◽  
pp. 138-150 ◽  
Author(s):  
Brian F. Sherman ◽  
David P. Wither
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
And Mathematics

Student Performance in Mathematics: Should we be Concerned?

2018 ◽  
Vol 9 (1) ◽  
pp. 59-72
Author(s):  
Mary C. Enderson ◽  
Manveer Mann
Keyword(s):  
High School ◽  
Mathematics Achievement ◽  
Student Performance ◽  
Mathematical Tasks ◽  
College Level ◽  
Act Scores ◽  
Mathematics Courses ◽  
Course Grades ◽  
And Mathematics ◽  
Interdisciplinary Study

This article describes how for many college students the transition to college-level mathematics courses presents new challenges beyond those that were part of the high school experience. In this interdisciplinary study forty-four non-mathematics and non-science majors, enrolled in a retail-buying course, were studied to examine student confidence in performing applied mathematical tasks, mathematics achievement in college, and the relationship between predictors of college success (mathematics studied in high school, SAT/ACT scores, and mathematics courses taken in college). Measurements used for the study included a subset of items from the Mathematics Self-Efficacy Scale (MSES) on a 5-point Likert-type scale, course grades, number of years studying mathematics in high school and number of mathematics courses in college. Findings indicate that mathematics courses taken in college increased confidence in working mathematical tasks and were significant predictors of achievement in the retail course. In addition, SAT/ACT scores also were critical to the overall mathematics achievement.

Brief Reports: Affect and Mathematics Achievement of Nontraditional College Students

1990 ◽  
Vol 21 (2) ◽  
pp. 160-165
Author(s):  
John C. Elliott
Keyword(s):  
College Students ◽  
Mathematics Achievement ◽  
Nontraditional Students ◽  
Returning Students ◽  
Nontraditional College Students ◽  
The Past ◽  
Undergraduate Enrollment ◽  
And Mathematics

In the past 20 years, there has been a significant increase in the number of older returning students in the undergraduate population. From 1974 to 1980, the total representation of students at least 25 years old increased from one-fourth to onethird of the undergraduate enrollment (Kasworm, 1980). In this article, these students are referred to as nontraditional students.

scholarly journals Mathematics Anxiety, Working Memory, and Mathematics Performance in Secondary-School Children

2016 ◽  
Vol 7 ◽  
Author(s):  
Maria C. Passolunghi ◽  
Sara Caviola ◽  
Ruggero De Agostini ◽  
Chiara Perin ◽  
Irene C. Mammarella
Keyword(s):  
Working Memory ◽  
Secondary School ◽  
School Children ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
And Mathematics

scholarly journals Meta-analysis of the relationship between mathematics anxiety and mathematics achievement

2016 ◽  
Vol 6 (3) ◽  
pp. 371-392 ◽  
Author(s):  
Süleyman Nihat Şad ◽  
Ali Kış ◽  
Mustafa Demir ◽  
Niyazi Özer
Keyword(s):  
Middle School ◽  
Mathematics Achievement ◽  
Effect Size ◽  
Mathematics Anxiety ◽  
Meta Analysis ◽  
Moderate Level ◽  
Combined Effect ◽  
School Level ◽  
And Mathematics ◽  
Middle School Level

This meta-analysis study aims to synthesize the results of individual studies on respectively small samples investigating the correlations between Mathematics anxiety and Mathematics achievement. Meta-analysis included a total of 11 studies which investigated the association between Mathematics anxiety and Mathematics achievement on Turkish students which were published between 2005 and 2014. These studies were conducted totally on 8327 students from different educational stages. The results of the analysis for all eleven studies involved suggested negative and statistically significant correlations between mathematics anxiety and mathematics achievement. The combined effect size was calculated for all studies according to both Fixed (r=-.39) and Random (r=-.44) Effect Models. Moderator analysis based on the school level revealed that the combined effect size for the studies conducted at middle school level was significant, negative and at moderate level. In addition, the effect size for the studies conducted at high school level was significant, negative and at moderate level. Moreover, the comparison between the combined effect sizes with regard to different school levels revealed a statistically significant difference in favor of middle school level.

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