scholarly journals Management of Mathematics Phobia among Ninth Standard Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Pankaj Singh
Keyword(s):  
Mathematics Anxiety ◽  
Rating Scale ◽  
Group Performance ◽  
Hemispheric Dominance ◽  
Human Information Processing ◽  
Average Score ◽  
Behaviour Modification ◽  
And Performance ◽  
And Mathematics ◽  
The Brain

This research is carried out on 60 students of IX Standard, Kendriya Vidalaya. Students were selected for the therapy on the basis of their SUD score. After taking math autobiography it was revealed that anxiety in mathematics for the students was developed due to various causes and the students were not dyslexic. Student’s average score in the recent mathematics exam was noted. Mathematics anxiety was assessed by using suri, monroe and koc’s (2012) short mathematics anxiety rating scale and their hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). Students were treated with behaviour modification techniques and super brain yoga for six weeks. Interventions used are: I. Reduction of Rate of Breathing (Ganesan, 2012). II. Laughter Technique (Ganesan, 2008b). III. Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008a). IV. Super Brain Yoga (Sui, 2005). The anxiety level and performance in mathematics exam was reassessed after six weeks. Results showed that mathematics anxiety and mathematics SUDs were significantly reduced, which improved the group performance in mathematics exam. This shows that behaviour modification techniques and super brain yoga are efficient in treating mathematics anxiety.

scholarly journals Management of Mathematics Anxiety through Behaviour Technology, Super Brain Yoga and Varmalogy in Ninth Standard Students

2016 ◽  
Vol 3 (2) ◽  
Author(s):  
Pankaj Singh
Keyword(s):  
Mathematics Anxiety ◽  
Rating Scale ◽  
Emotional Responses ◽  
Hemispheric Dominance ◽  
Human Information Processing ◽  
Average Score ◽  
Behaviour Modification ◽  
And Performance ◽  
And Mathematics ◽  
The Brain

This research is carried out on 35 students of IX standard, Kendriya Vidalaya. Students were selected for the therapy on the basis of their SUD score. After taking Math autobiography it was revealed that anxiety in Mathematics for the students was developed due to various causes and the students were not Dyslexic. Student’s average score in the recent Mathematics exam was noted. Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale and their hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). Students were treated with Behaviour Modification techniques, Adappa Kalam and Super Brain Yoga for four weeks. For the study Interventions used are: (i) Reduction of Rate of Breathing (Ganesan, 2012). (ii) Laughter Technique (Ganesan, 2008). (iii) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008). (iv) Adappa Kalam (Shunmugom, 2014) (v) Super Brain Yoga (Sui, 2005). The Anxiety level and performance in Mathematics exam was reassessed after four weeks. Results showed that group’s Mathematics Anxiety and Mathematics SUDs were significantly reduced from 65.14 to 52.49 and 60.63 to 48.29 respectively. Eventually, it significantly improved the group’s average performance in Mathematics exam from 51.43 to 58.60. This shows that Behaviour Modification techniques, Adappa Kalam and Super Brain Yoga are efficient in treating Mathematics Anxiety.

scholarly journals Management of Mathematics Anxiety through Behaviour Modification, Super brain Yoga and JPMR in Ninth Standard Student

2017 ◽  
Vol 4 (2) ◽  
Author(s):  
Dr. Rajesh Ganesan ◽  
Pankaj Singh
Keyword(s):  
Information Processing ◽  
Mathematics Anxiety ◽  
Math Anxiety ◽  
Rating Scale ◽  
Emotional Reactions ◽  
Progressive Muscle Relaxation ◽  
Hemispheric Dominance ◽  
Human Information Processing ◽  
Behaviour Modification ◽  
The Brain

Mathematics Anxiety is an irrational fear of Mathematics. Mathematics Anxiety is defined as “the presence of a syndrome of emotional reactions to arithmetic and mathematics” (Dreger & Aiken, 1957, p.344). It creates a feeling of tension, apprehension, or fear that interferes with performance in Mathematics and also results in ‘Mathematics-Avoidance’. Further, ‘Mathematics-Avoidance’ leads to less competency, exposure and practice of Mathematics, leaving students more anxious and mathematically, unprepared to achieve. Math anxiety is a learned response that inhibits cognitive performance in the math classroom. It is widespread among students from elementary age through college. Students suffering from math anxiety have difficulty performing calculations and maintaining a positive outlook on mathematics. Math anxiety is the result of a cycle of math avoidance that begins with negative experiences regarding mathematics. These students avoid Mathematic courses and tend to feel negative towards Mathematics and this also affects student’s overall confidence level. However, Behaviour Modification techniques have proven instruments that can reduce various types of anxieties and Super Brain Yoga for improving integration of the brain. This is a case study of a student of IX standard, Kendriya Vidalaya, Who was referred by his Mathematics teacher and parent complaining that the student becomes anxious whenever he encounters Mathematic problems. After taking Math autobiography it was revealed that the anxiety began due to harsh handling by father while teaching Mathematics. Students score in recent Mathematic exam was noted very low i.e 12/40. His Mathematics Anxiety was assessed by using Suri, Monroe and Koc’s (2012) short Mathematics Anxiety Rating Scale. Student’s hemispheric dominance of the brain was measured by using Taggart and Torrance’s Human Information Processing Survey (1984). This student was treated with Behaviour Modification techniques and Super Brain Yoga for six weeks. Interventions used are: (i) Reduction of Rate of Breathing (Ganesan, 2012). (ii) Jacobson Progressive Muscle Relaxation (Jacobson, 1938) (iii) Laughter Technique (Ganesan, 2008b). (iv) Develpoment of Alternate Emotional Responses to the Threatening Stimulus (Ganesan, 2008a). (v) Super Brain Yoga (Sui, 2005). The anxiety level and performance in Mathematics exam was reassessed after six weeks. Results showed that Mathematics Anxiety was significantly reduced (60 to 20, 40%) and he performed better in the Mathematics exam (12/40 to 24/40, 30%). After reassessing student on Human Information Processing Survey by Taggart and Torrance (1984), it was found that student’s dominant information processing mode was ‘Integrated’ and this shows that Behaviour Modification techniques and Super Brain Yoga are efficient in treating Mathematics Anxiety.

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 Mathematics-gender stereotype endorsement influences mathematics anxiety, self-concept, and performance differently in men and women

2021 ◽  
Author(s):  
Serena Rossi ◽  
Iro Xenidou-Dervou ◽  
Emine Simsek ◽  
Christina Artemenko ◽  
Gabriella Daroczy ◽  
...  
Keyword(s):  
Mathematics Anxiety ◽  
Underlying Mechanism ◽  
Gender Stereotype ◽  
Self Concept ◽  
Men And Women ◽  
Stereotype Endorsement ◽  
Arithmetic Performance ◽  
And Performance ◽  
And Gender ◽  
And Mathematics

Mathematics anxiety (MA) is negatively associated with mathematics performance. Although some aspects, such as mathematics self-concept (M-self-concept), seem to modulate this association, the underlying mechanism is still unclear. In addition, the false gender-stereotype according to which women are worse than men in mathematics, can have a detrimental effect on women. Nevertheless, the role that endorsement of this stereotype can have might differ between men and women. Therefore, within a structural equational approach, we investigated how MA and mathematics self-concept relate to arithmetic performance when considering one’s mathematics-gender stereotype endorsement and gender in a large sample (N = 923) of university students. Mathematics-gender stereotype endorsement influenced arithmetic performance through different mediation patterns via MA, M-self-concept in men and women. It was linked to higher MA, lower M-self-concept, and arithmetic performance in women, while in men, its effect was generally weaker but more complex (it was linked to higher M-self-concept and slightly higher numerical anxiety component of MA). Moreover, men and women perceived the questions included in the considered instruments differently, implying that their numerical scores may not be directly comparable, which has even broader theoretical and methodological implications for MA research.

Analysis of the Relationship between Anxiety about Mathematics and Performance

1986 ◽  
Vol 59 (2) ◽  
pp. 943-948 ◽  
Author(s):  
Nicholas A. Adams ◽  
William R. Holcomb
Keyword(s):  
Attitude Change ◽  
Mathematics Anxiety ◽  
Anxiety Reduction ◽  
Performance Variables ◽  
Reduction Techniques ◽  
Positive Attitudes ◽  
Upper Level ◽  
And Performance ◽  
And Mathematics ◽  
The Relationship

92 students in an upper level college statistics course were given a number of mathematics anxiety and performance measures. A canonical analysis resulted in one significant canonical factor, labeled Mathematics Efficiency, which explains the relationship between mathematics anxiety and mathematics performance. Variables making the greatest contribution to this high math efficiency factor were mathematics anxiety and attitude toward mathematics. One major implication of these results is that psychologists need to focus on attitude change and anxiety reduction techniques in helping people improve their performance in mathematics. In addition, educators need to design curricula which emphasize the promotion of positive attitudes toward mathematics rather than content alone to facilitate mathematics efficiency.

scholarly journals Personal Variables and Anxiety in English and Mathematics: Correlational and Comparative Investigation among Pre-University Students

2017 ◽  
Vol 5 (11) ◽  
pp. 48-61
Author(s):  
Jerryk Comawas Alico ◽  
Usamah D. Maraorao ◽  
Rovelyn D. Maraorao
Keyword(s):  
University Students ◽  
Mathematics Anxiety ◽  
English Language ◽  
Rating Scale ◽  
Comparative Investigation ◽  
Female Students ◽  
Language Teachers ◽  
Language Anxiety ◽  
Significant Difference ◽  
And Mathematics

Literatures on the role of students’ emotion in learning have brought to light some realizations as to how teaching should transpire. This comparative and correlational research attempts to enrich further such realizations by providing more information about language and mathematics anxieties—two of the most investigated forms of anxiety. This study also correlated some profile variables such as age, sex, ethnic affiliation, and type of high school attended to the two anxieties. Involved in the investigation were 98 pre-university students who were part of the last batch of students in the Pre-University Center in the second semester of academic year 2015-2016. The reliable questionnaires used to gather data were the Abbreviated Mathematics Anxiety Rating Scale (A-MARS) and the Foreign Language Classroom Anxiety Scale. Data revealed that students have significantly higher level of mathematics anxiety compared to their language anxiety level. There was a negative correlation between the said anxieties, but it was not significant. The descriptors of mathematics anxiety showed that fear of assessment and evaluation, like final grading, upcoming tests, and taking an exam, was the main cause their anxiety. However, the language anxiety descriptors only exhibited indirect and inconclusive behavioral causes to their anxiety such as feeling like not going to their English class and thinking of other irrelevant things during the class. When profile variables were correlated with mathematics and language anxieties, only sex was found to be significantly associated with mathematics anxiety while none had a significant relationship with English language anxiety. A significant difference was also found between male and female students’ mathematics anxiety levels, showing that female students were more anxious than male ones. Findings imply that mathematics and language teachers need to improve their teaching methods and styles to alleviate, if not eliminate, students’ anxieties.

Work Engagement and Research Output Among Female and Male Scientists

2016 ◽  
Vol 15 (2) ◽  
pp. 55-65 ◽  
Author(s):  
Lonneke Dubbelt ◽  
Sonja Rispens ◽  
Evangelia Demerouti
Keyword(s):  
Work Engagement ◽  
Research Output ◽  
Research Performance ◽  
Daily Work ◽  
Time Control ◽  
Science Technology ◽  
And Performance ◽  
And Mathematics ◽  
Number Of Publications ◽  
The Relationship

Abstract. Women have a minority position within science, technology, engineering, and mathematics and, consequently, are likely to face more adversities at work. This diary study takes a look at a facilitating factor for women’s research performance within academia: daily work engagement. We examined the moderating effect of gender on the relationship between two behaviors (i.e., daily networking and time control) and daily work engagement, as well as its effect on the relationship between daily work engagement and performance measures (i.e., number of publications). Results suggest that daily networking and time control cultivate men’s work engagement, but daily work engagement is beneficial for the number of publications of women. The findings highlight the importance of work engagement in facilitating the performance of women in minority positions.

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.

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