Differences in Mathematics Anxiety by Sex, Program, and Education of University Mathematics Students in Turkey

2005 ◽  
Vol 96 (2) ◽  
pp. 422-424 ◽  
Author(s):  
Arif Dane
Keyword(s):  
Mathematics Education ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Mathematics Students ◽  
Education Faculty ◽  
Science Faculty ◽  
University Mathematics ◽  
Mean Differences ◽  
The University

In this study, we aimed to re-examine sex-related differences in mathematics anxiety and to investigate the effects of two different programs associated with mathematics education applied in Turkish universities on mathematics anxiety. Mathematics anxiety scores were assessed in 221 male and 142 female students, 238 in the education faculty and 125 in the science faculty. There were no sex-related mean differences for mathematics anxiety scores, and scores were not related to faculty program. The lower mean mathematics performance on the university entry examination of the students of science faculty may be associated with the mathematics anxiety.

scholarly journals What are the factors influencing the aversion of students towards reptiles?

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Moacyr Xavier Gomes da Silva ◽  
Franciany Braga-Pereira ◽  
Mikaela Clotilde da Silva ◽  
José Valberto de Oliveira ◽  
Sérgio de Faria Lopes ◽  
...  
Keyword(s):  
Human Society ◽  
Mathematics Students ◽  
Biology Students ◽  
Conservation Policies ◽  
University Mathematics ◽  
Reptile Species ◽  
Before And After ◽  
Paraphyletic Group ◽  
Behavioural Factors ◽  
The University

Abstract Background Reptiles form a paraphyletic group with significant roles for human society, including species that are considered important for food, medicinal and mystical use and as pets. Some species are considered to be aversive, whereas others are captivating among people. Aversion is an important factor which should be considered in the conservation policies of these animals. As such, here, we investigate the demographic, educational, perceptives and behavioural factors of students related to their aversion and non-conservationist attitudes directed towards different reptile species and evaluated the effect of educational exhibition of animals as a strategy of mitigating these attitudes. Methods The data were obtained through forms on the aversion and conservation of reptiles represented by three species, a chelonian, a snake and a lizard. The form was given in two instances, before and after a visit to a private zoo (Museu Vivo Répteis da Caatinga), where the students had contact with the aforementioned species. A total of 133 students participated in the study, among these, 43 from elementary school (21 females and 22 males), 29 from high school (16 females and 13 males), 37 from university biology students (22 females and 15 males) and 24 university mathematics students (6 females and 18 males). Results Among all evaluated species, snakes were considered to be the most aversive species. The aversion attitudes differed between the three evaluated species when correlated to age and type of university courses. However, this pattern did not differ between student sexes. Older students had a lower aversion to the chelonian compared to the younger ones, but for snakes and lizards, the aversion was high among students of all ages. The university biology students had a lower aversion compared to the university mathematics students for the three species. The recognition and handle of the tested species and previous visits to educational exhibitions of animals were negatively related to aversion. The comparative analysis of the forms applied before and after the visit to the Museu Vivo Répteis da Caatinga showed that this visit influenced the decrease of aversion, but not in non-conservationist attitudes, for which the attitude scores had always been low. Conclusions We conclude that reptile aversion varies in accordance with the taxon, being snakes the most disliked by students. The visit to the educational exhibition of animals contributed to the reduction of the observed aversion. This is especially true when the acquisition of educational information about species is associated with practical activities which includes contact with the animals. Finally, the fact that non-conservationist attitudes had been low towards all species perhaps demonstrates a conservationist tendency even for the most aversive species.

Exemplify what you explicate

1973 ◽  
Vol 20 (3) ◽  
pp. 209-211
Author(s):  
Evelyn Sowell
Keyword(s):  
Teacher Education ◽  
Mathematics Education ◽  
Prospective Teachers ◽  
Teacher Educators ◽  
Education Faculty ◽  
Education Students ◽  
University Of Houston ◽  
Competency Based ◽  
The University ◽  
Teacher Education Students

That professor! What he says is great—but that idea just won't work in the classroom!” These statements may be common among some teacher education students. Such comments are now heard much less frequently, however, around the University of Houston. The mathematics education faculty is experimenting with a competency- based program, as part of a collegewide endeavor, that requires prospective teachers to actually use in their classrooms what they hear and read about teaching. Initial experiences with this program suggest several advantages both for teachers in training and for teacher educators. This article describes some features and benefits of one type of approach to competency-based mathematics education.

scholarly journals The Assessment of Females in Mathematics

1994 ◽  
Author(s):  
Megan Clark ◽  
Sharleen Forbes ◽  
Thora Blithe
Keyword(s):  
New Zealand ◽  
Problem Solving ◽  
Secondary School ◽  
Mathematics Performance ◽  
Female Students ◽  
Male And Female ◽  
Internal Assessment ◽  
University Mathematics ◽  
Mathematical Abilities ◽  
Assessment Procedures

Many assessment procedures in mathematics have been shown to disadvantage females in some situations. The authors show that females prefer questions set in “environmental” or “people” contexts and indicate that they do better on familiar, rather than problem-solving, questions. Performance of male and female students (both Maori and non-Maori) gives clear evidence that in secondary school national mathematics examinations, and in some university mathematics papers, females do better in the internal assessment than in the examination while the reverse is true for males. The New Zealand practice of moderating internal assessment by examination results is therefore weighted against female students. All assessment of mathematics performance should incorporate a number of different procedures in order to provide a more authentic measure of various mathematical abilities.

Mathematics Motivation, Anxiety, and Performance in Female Deaf/Hard-of-Hearing and Hearing Students

2016 ◽  
Vol 38 (3) ◽  
pp. 172-178 ◽  
Author(s):  
Saeed Ariapooran
Keyword(s):  
Hearing Loss ◽  
Goal Orientation ◽  
Hard Of Hearing ◽  
Mathematics Anxiety ◽  
Mathematics Performance ◽  
Female Students ◽  
Deaf Students ◽  
Mathematics Motivation ◽  
And Performance ◽  
And Mathematics

Hearing loss can be a major detriment to academic achievement among students. The present comparative study examines the differences in mathematics motivation, anxiety, and performance in female students with hearing loss and their hearing peers. A total of 63 female students with hearing loss (deaf and hard-of-hearing) and 63 hearing female students were selected to participate in the study. The two groups of students were matched in terms of the city of residence, academic year, academic grade, and age. The Mathematics Motivation Scale and the Mathematics Anxiety Survey were used for data collection. The students’ mathematics scores in the first and second semesters of school were used as indicators of their mathematics performance. The data obtained were analyzed using the MANOVA. The results of the study showed a higher intrinsic goal orientation in both hard-of-hearing and hearing students than in the deaf students; extrinsic goal orientation was higher in the deaf and hard-of-hearing students than in the hearing students; and task value, control belief, and mathematics self-efficacy were lower in the deaf and hard-of-hearing students than in the hearing students. The findings of the study also showed that mathematics test anxiety and mathematics anxiety were higher in the hard-of-hearing and deaf students than in their hearing peers. Moreover, mathematics performance was higher in the hearing students than in their deaf and hard-of-hearing peers.

scholarly journals KEBIMBANGAN MATEMATIK DAN PENCAPAIAN MATEMATIK TAMBAHAN [MATHEMATICS ANXIETY AND ADDITIONAL MATHEMATICS PERFORMANCE]

2018 ◽  
Vol 3 (2) ◽  
pp. 124
Author(s):  
Siti Zaharah Yahya ◽  
Ruslin Amir
Keyword(s):  
Mathematics Achievement ◽  
Mathematics Anxiety ◽  
Self Efficacy ◽  
Mathematics Performance ◽  
Female Students ◽  
Anxiety Level ◽  
Systematic Sampling ◽  
The Relationship ◽  
Anxiety Questionnaire ◽  
Mathematics Self Efficacy

This paper aims to provide insights into the learners’ Mathematics anxiety level, gender differences in the anxiety level, and the relationship between Mathematics anxiety and Additional Mathematics achievement. Random systematic sampling method was used to recruit 69 form four students in Malaysia who took Additional Mathematics Course as the respondents for this study. This study employed correlational method and it used questionnaire as the instrument for data collection. More specifically, Mathematics self-efficacy and anxiety questionnaire (MSEAQ) was used in this study. Mathematics anxiety level was measured using descriptive statistics and t-test was used to compute the mean differences between male and female students’ Mathematics anxiety level. The relationship between Mathematics anxiety and Additional Mathematics achievement was determined by applying Pearson correlational test. The findings reveal that most respondents perceived themselves to have moderate Mathematics anxiety level. Besides, the male students had higher Mathematics anxiety level compared to female students. This study also shows that there was a positive relationship between Mathematics anxiety and Additional Mathematics performance. It is hoped that the findings revealed by this study are useful for policymakers in designing their intervention plans. Keywords: Mathematics anxiety, Additional Mathematics, affective variable, gender, MalaysiaCite as: Yahya, S.Z & Amir, R. (2018). Kebimbangan Matematik dan pencapaian Matematik Tambahan [Mathematics anxiety and Additional Mathematics performance]. Journal of Nusantara Studies, 3(2), 124-133. http://dx.doi.org/10.24200/jonus.vol3iss2pp124-133 ABSTRAKTujuan kajian ini dijalankan adalah untuk mengkaji tahap kebimbangan Matematik pelajar, mengkaji perbezaan tahap kebimbangan Matematik terhadap jantina serta mengkaji hubungan antara pemboleh ubah kebimbangan Matematik dengan tahap pencapaian Matematik Tambahan pelajar. Kaedah persampelan rawak sistematik telah digunakan untuk mendapatkan 69 orang pelajar tingkatan empat yang mengambil mata pelajaran Matematik Tambahan sebagai responden kajian. Kajian ini menggunakan kaedah tinjauan korelasi yang menggunakan soal-selidik sebagai instrument untuk mengumpul maklumat yang dikehendaki. Instrument yang digunakan dalam kajian ini adalah soal selidik efikasi kendiri dan kebimbangan Matematik (Mathematics self-efficacy and anxiety questionnaire) yang diambil daripada May (2009). Data yang diperoleh telah dianalisis menggunakan perisian statistik SPSS menggunakan analisis diskriptif untuk melihat tahap kebimbangan Matematik pelajar, dan ujian-t membandingkan min kebimbangan Matematik pelajar lelaki dan pelajar perempuan. Manakala analisis Korelasi Pearson telah digunakan untuk melihat hubungan antara kebimbangaan Matematik dengan pencapaian Matematik Tambahan pelajar. Dapatan kajian menunjukkan kebanyakan pelajar mempunyai tahap kebimbangan matematik yang sederhana. Tahap kebimbangan Matematik dalam kalangan pelajar lelaki didapati lebih tinggi dari tahap kebimbangan Matematik pelajar perempuan. Selain itu, terdapat hubungan positif terhadap pencapaian Matematik dengan pencapaian Matematik Tambahan pelajar yang terlibat. Kajian ini diharapkan dapat membantu penggubal polisi dalam merangka pelan tindakan untuk meningkatkan penguasaan Matematik di kalangan pelajar.Kata kunci: Kebimbangan Matematik, Matematik Tambahan, pemboleh ubah afektif, Jantina, Malaysia

scholarly journals Anxiety as a prevailing factor of performance of university mathematics students during the COVID-19 pandemic

2021 ◽  
Vol 23 (2) ◽  
pp. 94-113 ◽  
Author(s):  
D. Mendoza ◽  
M. Cejas ◽  
G. Rivas ◽  
C. Varguillas
Keyword(s):  
Mathematics Education ◽  
Data Collection ◽  
Online Education ◽  
Student Performance ◽  
Exact Science ◽  
Mathematics Students ◽  
University Mathematics ◽  
Mathematical Anxiety ◽  
University Level ◽  
The Impact

Introduction. Anxiety is characterised by feelings of tension, apprehension or fear. It arises from concern about student performance at university, with an emphasis on exact science subjects. It is not only students, who suffer from mathematical anxiety. However, anxiety is a predominant factor in student performance at all levels.The aim of the research was to describe the levels of anxiety also known as distress manifested by university mathematics students studying at the Universidad Nacional de Chimborazo (UNACH) during the 2020-1 academic semester.Methodology and research methods. The current study was carried out applying the quantitative paradigm. It is of a descriptive exploratory design. The total sample consisted of 120 students, who are preparing at their university level, and, who are studying the subject of mathematics at different levels and careers at UNACH. The selection of the sample was of an intentional non-probabilistic type and having as inclusion criteria not having been diagnosed with an anxiety disorder. As a measurement instrument, the Short Inventory of Anxiety Situations and Responses-ISRA-B was applied. ISRA-B was sent to students by email to facilitate data collection.Results. The results were analysed by means of the two-factor ANOVA calculation (mathematics and understanding). The results showed that there are statistically significant differences in the understanding of the contents presented by the teachers in a virtual way. During the COVID-19 pandemic the levels of mathematical anxiety increased. Teaching mathematics at university in online format requires the assessment of digital connection and time limited submission of assignments. These factors limit understanding and generate mathematical anxiety. Scientific novelty. In face-to-face education, mathematical anxiety is common. But because of the pandemic, mathematics education has had to migrate to the virtual environment. The present research reflects the impact of anxiety not only on mathematics education and academic performance but also on the emotions of students. The data collection instruments ISRA-B-C, ISRA-B-F and ISRA-B-M are innovative and adaptable to all levels of education.Practical significance. The importance of mathematics and the overestimation of its difficulties cause great concern for the learning of this subject in studies at a higher university level. The current studies of virtual mathematical anxiety are important because they allow the detection and analysis of possible educational failures in online learning. The failures of online education have a direct impact not only on performance and learning, but on an emotional state of students.

scholarly journals Pembentukan Citra Diri Mahasiswa Fakultas Ilmu Komunikasi Universitas dr. Soetomo Surabaya dalam Instagram

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
Nabila Saridilla Reza Putri ◽  
Farida Farida
Keyword(s):  
Social Media ◽  
Female Students ◽  
The Self ◽  
Science Students ◽  
Communication Research ◽  
Science Faculty ◽  
Self Image ◽  
The University ◽  
Descriptive Qualitative

This study focuses on the establishment of self-image of students in the University. Soetomo Surabaya in using Instagram social media. This study is a communication research because it examines how the formation of self-image in faculty of communication science students in social media networking in Instagram is needed. The formulation of the problem of this research is how the formation of self-image of students in instagram?. Library review used by researchers is social media instagram as a means of forming self-image, student self-image, Dramaturgi theory. While the method used by researchers is descriptive qualitative. The self-image seen in the students in communication science faculty is about over confidence dominated by female students. This was indicated by several informants selected by the researcher. Based on the interviews, found the data that the formation of self-image through social media Instagram based on aspects that highlighted such as physical, psychological and social aspects.Based on the research conducted by interviews, found the findings that the students of communication science faculty dr soetomo surabaya use instagram in shaping his image, The formation of self-image is always marked by the understanding of instagram users to themselves through the concept of Dramaturgi. Aspects highlighted by the informant vary depending on her understanding. The informant will highlight the part that is understood as an advantage and will cover (save) something that is understood as a weaknessKeywords:Instagram, Self image.

scholarly journals TEACHER AS A FACILITATOR OR A TEACHER: EMPOWERING LEARNING STRATEGIES IN GEOMETRY COURSE

2015 ◽  
Vol 1 (2) ◽  
pp. 136
Author(s):  
Wanda Nugroho Yanuarto
Keyword(s):  
Mathematics Education ◽  
Teacher Training ◽  
Learning Strategies ◽  
Education Faculty ◽  
Training And Education ◽  
Education Teacher ◽  
Know How ◽  
The Difference ◽  
The University

Teaching is the well known word for teachers. Teachers know the meaning of this word and know how to perform teaching. Sometimes they do not know the difference between teaching and facilitating in learning and it make a distance between the students and teachers. The purpose of this study are how learning geometry in mathematics education, Teacher Training and Education Faculty at the University of Muhammadiyah Purwokerto, Indonesia modify the class in geometry course interactively and can be easily understood by students. So, the researchers made the strategies in geometry course that is associated with the games. Games are one of strategy in class which is support for the student to understand the geometry with easily and make the class interactively.

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