scholarly journals MATHEMATICAL ANXIETY AMONG ENGINEERING STUDENTS

2019 ◽  
Vol 8 (2) ◽  
pp. 179
Author(s):  
Rully Charitas Indra Prahmana ◽  
Tri Sutanti ◽  
Aji Prasetya Wibawa ◽  
Ahmad Muhammad Diponegoro
Keyword(s):  
Mathematics Anxiety ◽  
Engineering Students ◽  
Mathematics Learning ◽  
Negative Relationship ◽  
Private University ◽  
Mathematics Performance ◽  
Classroom Culture ◽  
Social Stereotypes ◽  
Mathematical Anxiety ◽  
Internal And External Factors

Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.

scholarly journals Rasch Analysis: Students' Mathematics Anxiety and Symptoms

2020 ◽  
Vol 4 (1) ◽  
pp. 12-18
Author(s):  
Rahmita Sonia ◽  
Alizamar Alizamar ◽  
Alwen Bentri ◽  
Febri Wandha Putra
Keyword(s):  
Data Analysis ◽  
Mathematics Anxiety ◽  
Rasch Analysis ◽  
Mathematics Learning ◽  
Research Data ◽  
Female Students ◽  
Male Students ◽  
Scale Model ◽  
Model Data ◽  
Mathematical Anxiety

Ideally students follow mathematics learning effectively without any disturbance. But the phenomenon that is happening is that there are students who experience anxiety about mathematics, which causes students to not be able to follow mathematics learning effectively. The purpose of this study is to describe the level of mathematics anxiety experienced by students as a whole and also based on the aspects studied. This study involved 32 students in class XII consisting of 18 female students and 14 male students. The instrument  used in this research in the form of a questionnaire containing statements about mathematical anxiety equipped with a Likert scale model. Data analysis using frequency distribution techniques and Rasch Model analysis. The results of the analysis of research data indicate that some students experience mathematical anxiety. In addition, the results of data analysis also showed that there were differences in anxiety between female students and male students both overall and based on aspects of the mathematics anxiety studied.

scholarly journals Is project-based transdisciplinary assessment effective in reducing the Mathematical anxiety of pre-service Biology teacher?

Biosfer ◽  
2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Jessica Elfani Bermuli ◽  
Kimura Patar Tamba
Keyword(s):  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Mathematics Learning ◽  
Biology Teachers ◽  
Significant Difference ◽  
Mathematical Anxiety ◽  
Before And After ◽  
Post Test ◽  
Z Value ◽  
The Impact

Mathematical anxiety is a constant obstacle experienced by pre-service Biology Teachers in developing their quantitative abilities. Project-based transdisciplinary assessment is one type of transdisciplinary application that has not been widely explored to solve this problem. Project-based transdisciplinary assessment in form of mini-research with the topic “Data Collection on local wisdom in each area”. The aim of this study is to determine the impact of implementing project-based transdisciplinary assessment on reducing mathematics anxiety among 23 pre-service biology Teachers. This study used a pre-experimental method with a pre-test and post-test design with one non-randomized group. The pre-test and post-test were carried out using the AMAS (Abbreviated Math Anxiety Scale) questionnaire. Data were analyzed using descriptive statistics and the Wilcoxon signed ranks test. Statistical results of this study show no significant difference in mathematics anxiety before and after the implementation of the project-based transdisciplinary assessment with a z value of-0.163 and a p-value of 0.87. Based on the aspect of mathematics anxiety, there is also no significant difference in mathematics learning anxiety and mathematics evaluation anxiety when compared before and after the implementation of project-based transdisciplinary assessment with each z value = -0.664, p = 0.506 and z = -0.931 and p = 0.352. The implication of this research is the need for a continuous, collaborative and institutional effort in the transdisciplinary application so as to improve the quantitative abilities of pre-service Biology Teachers.

Mathematics Anxiety and Mathematical Self-Concept: Considerations in Preparing Elementary-School Teachers

2009 ◽  
Vol 37 (5) ◽  
pp. 631-643 ◽  
Author(s):  
Mine Isiksal ◽  
Joanne M. Curran ◽  
Yusuf Koc ◽  
Cengiz S. Askun
Keyword(s):  
Preservice Teachers ◽  
Elementary School ◽  
Elementary School Teachers ◽  
Educational System ◽  
Mathematics Anxiety ◽  
Negative Relationship ◽  
Self Concept ◽  
Teacher Education Programs ◽  
School Teachers ◽  
Mathematical Anxiety

The purpose of this study was to explore the effects of type of educational system and years spent in teacher education programs on preservice teachers' mathematics anxiety and mathematical self-concept scores. The sample consisted of 234 American and 276 Turkish early childhood and elementary school preservice teachers. The Abbreviated Mathematics Anxiety Scale (AMAS; Hopko, 2003) was used to measure how anxious preservice teachers feel during a specific mathematics related event. In order to measure the mathematical self-concept of preservice teachers, the Experience with Mathematics Questionnaire (EMQ; Gourgey, 1982) was used. Regarding the effect of the educational system, results revealed that while the American preservice teachers had significantly higher anxiety scores, Turkish preservice teachers had significantly higher self-concept scores. Results supported previous findings emphasizing the negative relationship between mathematical anxiety and mathematical self-concept.

scholarly journals Hubungan Kecemasan dengan Pemahaman Konsep Matematika dan Siswa

2020 ◽  
Vol 2 (1) ◽  
pp. 99
Author(s):  
Munasiah Munasiah
Keyword(s):  
Learning Outcomes ◽  
Mathematics Anxiety ◽  
Quantitative Research ◽  
Mathematics Learning ◽  
External Factors ◽  
Survey Method ◽  
Learning Models ◽  
Mathematical Concepts ◽  
Student Anxiety ◽  
Internal And External Factors

Understanding mathematical concepts are the first key in understanding the material because there is a link between one concept with another concept. The implementation of learning is expected to link mathematical concepts in everyday life. Internal and external factors of students are very influential in mathematics learning, one of them is mathematics anxiety. Mathematics anxiety that is processed by students well can make these students enthusiastic to learn mathematics, but conversely, if students are not able to process mathematics anxiety properly it will negatively affect mathematics learning outcomes. The purpose of this study was to determine how much influence mathematics anxiety has on understanding mathematical concepts. This research is a descriptive quantitative research.  The method used in this study is a survey method using questionnaires and questions in collecting data. The results of this study indicate that mathematics anxiety harms understanding mathematical concepts, with low chorea values. It can be interpreted that in this case, the respondent has not been able to process mathematics anxiety into motivation to continue learning to understand mathematical concepts. So anxiety has a significant effect on understanding mathematical concepts. From this research it is hoped that it can be used as a teacher's reference in carrying out mathematics learning, teachers can help reduce student anxiety by using learning models that are fun and effective, and teachers can provide motivation to students who experience mathematics anxiety.

scholarly journals Mathematical Anxiety and Its Relation to Engineering Student Achievement at Local University

2021 ◽  
Vol 9 (1) ◽  
pp. 57
Author(s):  
Anisma Azwaty Azman ◽  
Siti Mistima Maat
Keyword(s):  
Mathematics Anxiety ◽  
Engineering Students ◽  
Rating Scale ◽  
Negative Emotion ◽  
Descriptive Analysis ◽  
Simple Random Sampling ◽  
Study Data ◽  
Survey Study ◽  
Mathematical Anxiety ◽  
High Level

Mathematical anxiety is a negative emotion experienced towards mathematics, which can influence a student's achievement in the subject. Therefore, the purpose of this study was to identify the relationship of mathematical anxiety with the achievement of engineering students at local universities. The design of the survey study used a quantitative approach and was conducted to obtain the necessary information. The Revised Mathematics Anxiety Rating Scale (RMARS) questionnaire containing 35 items and using a five-point Likert scale was distributed to a total of 293 respondents who were selected through simple random sampling. Data were analysed using descriptive analysis, and inference and regression. Statistical Package for Social Science (SPSS) software version 23.0 was used to analyse the study data and then answer the research questions. The findings of the study revealed that the level of mathematical anxiety among engineering students was at a high level. In addition, the study showed that there was no significant relationship between mathematical anxiety and achievement of engineering students in terms of RMARS (r = 0.051, p = 0.381), GM (r = 0.102, p = 0.982), CM (r = 0.074, p = 0.205), and SE (r = 0.187, p = 0.001). A proposed improvement which could be implemented in future studies would be to increase the size of the sample and universities involved to study aspects of mathematical anxiety among engineering students. It is hoped that this study will be able to provide information to universities so that moral support can be provided to engineering students who have a high level of mathematical anxiety. Furthermore, this study is also expected to be a guide for further research in an effort to identify the factors that motivate engineering students to overcome the problem of mathematical anxiety.

scholarly journals GAMBARAN PELAKSANAAN KONSELING KELOMPOK DENGAN TEKNIK REBT (RATIONAL EMOTIVE BEHAVIOUR THERAPY) DALAM UPAYA MENGATASI KECEMASAN MATEMATIKA SISWA SMP

2019 ◽  
Vol 4 (1) ◽  
pp. 37
Author(s):  
Rahma Muti’ah
Keyword(s):  
Group Counseling ◽  
Mathematics Anxiety ◽  
Irrational Belief ◽  
Mathematics Learning ◽  
Learning Activities ◽  
Behaviour Therapy ◽  
Self Talk ◽  
Mathematical Anxiety ◽  
Home Work ◽  
Rational Emotive

Abstract: Mathematical learning anxiety (anxiety mathematic) has a very important role in mathematics learning activities. This is because the anxiety felt by students influences the students' concentration ability to take part in learning activities. Besides that mathematics anxiety also influences students' ability in understanding concepts and reasoning abilities which both of these aspects greatly influence the results of a student's mathematics learning. Mathematical anxiety can be derived from the irrational belief and emotional belief and students' mastery of the basic concepts of mathematics in calculating students. To overcome the above problems, the most appropriate solution to be used is the implementation of group counseling with the REBT technique, so that expectations with students' mathematical anxiety will be low so that student learning outcomes will increase.The method used in this study is descriptive qualitative. The population in this study were 115 students with high anxiety and low initial numeracy abilities. Consisting of 5 study groups, namely groups A, B, C, D and E, and the sample used was group A based on random results. Data collection tools used are observation and interviews, by testing the validity of the data using triangulation of sources (students, teachers and parents) and place.From the results of the implementation it was concluded that there was a decrease in mathematics anxiety of students after participating in group counseling activities with the REBT technique. The description of the implementation of group counseling with group REBT techniques consists of 5 stages of activity, namely 1) first meeting consisting of 4 steps, namely a) initial disputing, b) identification of self-condition, c) stop irrational belief and emotional belief, d) formulate thoughts and rational feeling about mathematics, 2) second meeting, namely a) persuasive stage, b) relaxation exercise, c) home work, 3) third meeting consists of 2 steps namely a) confrontation stage, and self talk writing, 4) fourth meeting namely a) working on the task and b) facing the real situation, 5) the fifth meeting namely a) homework discussion and b) conducting an evaluation. Keywords: REBT Counseling (Rational Emotive Behavior Theray), group, Mathematical Anxiety Abstrak Kecemasan belajar matematika (anxiety mathematic) memiliki peran yang sangat penting pada kegiatan pembelajaran matematika. Ini karena kecemasan yang dirasakan siswa mempengaruhi kemampuan konsentrasi siswa untuk mengikuti kegiatan pembelajaran. Selain itu kecemasan matematika juga mempengaruhi kemampuan siswa dalam pemahaman konsep dan kemampuan penalaran yang mana kedua aspek ini sangat mempengaruhi hasil belajar matematika seorang siswa. Kecemasan matematika bisa berasal dari irational belief dan emotional belief serta penguasaan siswa terhadap konsep-konsep dasar matematika siswa dalam berhitung. Untuk mengatasi permasalahan diatas maka solusi yang paling tepat digunakan adalah pelaksanaan konseling kelompok dengan teknik REBT, sehingga harapannya dengan kecemasan matematika siswa menjadi rendah maka hasil belajar siswa akan meningkat.Metode yang digunakan dalam penelitian ini adalah kualitatif deskriptif. Populasi dalam penelitian ini adalah 115 siswa dengan kecemasan tinggi dan kemampuan awal berhitung rendah. Terdiri dari 5 kelompok belajar yaitu kelompok A, B, C, D dan E, dan sampel yang digunakan adalah kelompok A berdasarkan hasil random. Alat pengumpul data yang digunakan adalah observasi dan wawancara, dengan pengujian keabsahan data dengan menggunakan triangulasi sumber (siswa, guru dan orangtua) dan tempat.Dari hasil pelaksanaan diperoleh kesimpulan terjadi penurunan kecemasan matematika siswa setelah mengikuti kegiatan konseling kelompok dengan teknik REBT. Adapun gambaran pelaksanaan konseling kelompok dengan teknik REBT kelompok terdiri dari 5 tahap kegiatan yaitu 1) pertemuan pertama  yang terdiri dari 4 langkah yaitu a) disputing awal, b) identifikasi keadaan diri, c) menghentikan irrational belief dan emotional belief, d) merumuskan pemikiran dan perasaan yang rasional tentang matematika, 2) Pertemuan kedua, yaitu a) tahap persuasif, b) latihan relaksasi, c) home work, 3) pertemuan ketiga terdiri dari 2 langkah yaitu a) tahap konfrontasi, dan menulis self talk, 4) pertemuan keempat yaitu a) mengerjakan tugas dan b) menghadapi situasi nyata, 5) pertemuan kelima yaitu a) pembahasan homework dan b) melakukan evaluasi. Kata kunci: Konseling REBT (Rational Emotive Behaviour Theray),  kelompok, Kecemasan Matematika

KECEMASAN MATEMATIKA DAN KEMAMPUAN BERPIKIR KRITIS MATEMATIS SISWA DI SEKOLAH MENENGAH PERTAMA

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Faiq Zulfikar Hadi ◽  
Maman Fathurrohman ◽  
Cecep Anwar Hadi
Keyword(s):  
Critical Thinking ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Junior High ◽  
Negative Relationship ◽  
High Anxiety ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
And Mathematics

This research is conducted by the low mathematics critical thinking ability of students in junior high schools, especially in  VII grade .Students of VII grade commonly are transitioning from elementary school to junior high school could be a reason how low students of VII grade on mathematic critical thingking ability. The low ability mathematics critical thingking one of caused by mathematics anxiety. This study aims to find a relationship between math anxiety and mathematics critical thinking ability of VII grade at SMPN 5 Serang City. The method of this research is quantitative descriptive by making 110 students from VII grade as a sample. The data were collected using questionnaire and test. The result of this study indicate that 1) the ammount of correlation between math anxiety with critical thingking ability is -0,5991> rs table 0,1695, which means there is a significant and negative relationship between anxiety and critical thingking ability 2) the average of students’s mathematics critical thingking ability is different where score between students with low anxiety have a better score than student with mid anxiety and low anxiety,and students with mid anxiety have a better score than students with high anxiety, and students with mid anxiety have a better score than students with high anxiety.

Digital skills and complex thinking in engineering students of a particular university in Lima in times of pandemic

2021 ◽  
Vol 7 (3C) ◽  
pp. 155-165
Author(s):  
Luis Alex Valenzuela Fernández ◽  
Violeta Cadenillas Albornoz ◽  
Blanca Soledad Zavala Alfaro ◽  
Jean Paul Suazo Zárate ◽  
Cesar Ulloa-Silvestre
Keyword(s):  
Digital Literacy ◽  
Engineering Students ◽  
Private University ◽  
Communication Management ◽  
Management Communication ◽  
Cross Sectional ◽  
Four Dimensions ◽  
Complex Thinking ◽  
Digital Skills ◽  
Medium Level

This article focuses on the relationship of digital skills and complex thinking in engineering students from a private university in Lima, Peru. A non-experimental, descriptive, correlational, cross-sectional quantitative study was carried out. The sample consisted of 175 engineering students who were administered the questionnaires developed in Google Forms for digital skills and the complex XXI scale to measure complex thinking with reliability values of .965 and .941 respectively for the alpha of Cronbach. The descriptive results showed that 48% of the respondents were found at the medium level of digital skills and that in the case of complex thinking there was a significant tie between the medium and high levels (approximately 41%). It was concluded that there was a strong and positive correlation between digital skills and complex thinking (Pearson's correlation = .759). In addition, four dimensions of digital literacy were evaluated (information management, communication management, wearable technology management and organizational aspects) which showed a positive and moderate relationship with complex thinking.

Effects of Pedagogical Agents on Students’ Mathematics Performance: A Comparison Between Two Versions

2017 ◽  
Vol 56 (5) ◽  
pp. 701-722 ◽  
Author(s):  
Rex P. Bringula ◽  
Ian Clement O. Fosgate ◽  
Neil Peter R. Garcia ◽  
Josf Luinico M. Yorobe
Keyword(s):  
Experimental Study ◽  
Facial Expression ◽  
Prior Knowledge ◽  
Facial Expressions ◽  
Mathematics Learning ◽  
Mathematics Performance ◽  
Pedagogical Agents ◽  
Pedagogical Agent ◽  
Mathematics Scores ◽  
Mathematics Problems

This experimental study investigated the effects of the use of two versions of a pedagogical agent named personal instructing agent (PIA) on the mathematics performance of students. The first version exhibits synthetic facial expressions while the second version does not exhibit facial expression (i.e., neutral facial expression). Two groups of students with the same levels of prior knowledge in mathematics utilized two different versions of PIA. The first group—the facial group—utilized a PIA that provides textual and facial expressions feedback (happy, sad, surprise, and neutral facial expressions). The second group—the nonfacial group—used the same software except that PIA only exhibited neutral facial expression. The study showed that the mathematics scores of the students in the facial group significantly improved as compared with those who are in the nonfacial group. The posttest scores of the facial group were found significantly higher than those of the nonfacial group. The study showed that PIA that exhibited synthetic facial expressions improved students’ mathematics learning. It is concluded that synthetic facial expressions and textual feedback of pedagogical agent can be utilized to help students learn to solve mathematics problems. Limitations and recommendations are also presented.

Validity of Scores on Alternative Predictors of Success in a College Algebra Course

1998 ◽  
Vol 82 (2) ◽  
pp. 379-386 ◽  
Author(s):  
Joseph G. Smith ◽  
William B. Michael
Keyword(s):  
Locus Of Control ◽  
Continuing Education ◽  
Predictive Validity ◽  
Mathematics Anxiety ◽  
Multiple Choice ◽  
Private University ◽  
College Algebra ◽  
Female Students ◽  
Basic Algebra ◽  
Predictors Of Success

For a sample of 59 male and 26 female students in continuing education at a private university, analyses indicated that (a) scores on a basic algebra test (either in a traditional multiple-choice format in which each item is accompanied by a reinforcing illustrative example) employed for placement of students in an intermediate algebra course were promising predictors of success in this course ( rs = .67 and .66, respectively, p < .05) and (b) affective measures representing the constructs of mathematics anxiety and locus of control appeared to have little, if any, predictive validity.

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