scholarly journals Feedback Seeking Behaviour, Classroom Learning Environment and Mathematics Anxiety of Polytechnics Students in Malaysia

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Ying-Leh Ling
Keyword(s):  
Learning Environment ◽  
Mathematics Anxiety ◽  
Mediating Effect ◽  
Classroom Learning Environment ◽  
Feedback Seeking ◽  
Classroom Learning ◽  
Learning Mathematics ◽  
Evaluation Anxiety ◽  
And Mathematics ◽  
The Relationship

The aim of this study was to investigate mediating effect of feedback seeking behaviour on the relationship between classroom learning environment and mathematics anxiety. The study sample consisted of 158 students from a selected polytechnic in Malaysia. Questionnaires were used in this study. The results showed that all the variables studied in this study had a mean score values between 4.50 to 5.60 Moreover, the findings also showed that classroom learning environment and feedback seeking behaviour has an influence towards mathematics anxiety. Specifically, based on the result of the data analysis, it can be concluded that feedback seeking behaviour acts as a full mediator towards the relationship between classroom learning environment (lecturer support and involvement) and mathematics anxiety (learning mathematics anxiety and mathematics evaluation anxiety). Findings suggest that the lecturer support and participation on an ongoing basis is very important in overcoming mathematics anxiety.

Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics

1996 ◽  
Vol 25 (1) ◽  
pp. 67-77 ◽  
Author(s):  
Hersholt C. Waxman ◽  
Shwu-Yong L. Huang
Keyword(s):  
Learning Environment ◽  
Achievement Motivation ◽  
Technology Use ◽  
Mathematics Anxiety ◽  
Sixth Grade ◽  
The United States ◽  
Eighth Grade ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
South Central

This study examined whether students' 1) motivation, 2) anxiety, and 3) classroom learning environment in mathematics significantly differed according to the degree of implementation of technology in the mathematics classroom. The participants were 1955 sixth-grade and 1940 eighth-grade students who were randomly chosen from a multi-ethnic school district in the south central region of the United States. The sixth-grade results indicate that students in classes where technology was slightly used had significantly higher Involvement, Satisfaction, and Achievement Motivation than students in classes where technology was moderately or infrequently used. The eighth-grade results revealed that students in classes where technology was slightly used had significantly higher Affiliation, Parent Involvement, and Achievement Motivation, but students in classes where technology was moderately used had significantly higher Satisfaction and significantly lower Mathematics Anxiety.

scholarly journals Teachers’ Emotional Social Intelligence and its Relationship with Students’ Cohesiveness in Classroom Learning Environment

2018 ◽  
Vol III (I) ◽  
pp. 160-175
Author(s):  
Fazle Khaliq ◽  
Amir Zaman ◽  
Abdul Ghafar
Keyword(s):  
Learning Environment ◽  
Social Intelligence ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
Social Emotional ◽  
University Teachers ◽  
Teachers And Students ◽  
Learning Environment Research ◽  
Relationship Of ◽  
The Relationship

The purpose of the study is to investigate teachers’ emotional social intelligence and its relationship with students’ cohesiveness in classroom. The main objectives of the study were to; find students’ perception of emotional social intelligence level of university teachers, find students’ cohesiveness in classroom, and measure the relationship of teachers’ emotional social intelligence with the students’ cohesiveness in classroom learning environment. Research questions were formulated. Population of the study was teachers and students (8775) of all universities (29) of Khyber Pakhtunkhwa. The sample of the study was taken from nine (9) universities’ teachers and students (900) through simple random and purposive sampling techniques. Questionnaires and interview were used as research instruments to collect data from the concerned participants and informants. Descriptive and inferential statistics were employed for the analysis of the data. It was found that there is a significant correlation between social emotional intelligence of teachers and students’ cohesiveness in classroom learning environment. It is recommended that research studies should be conducted at different level with different variables relating to emotional social intelligence.

scholarly journals Longitudinal Performance in Basic Numerical Skills Mediates the Relationship Between Socio-Economic Status and Mathematics Anxiety: Evidence From Chile

2021 ◽  
Vol 11 ◽  
Author(s):  
Bárbara Guzmán ◽  
Cristina Rodríguez ◽  
Roberto A. Ferreira
Keyword(s):  
Mathematics Anxiety ◽  
Economic Status ◽  
Vulnerability Index ◽  
Mediating Effect ◽  
Second Grade ◽  
Mathematical Performance ◽  
Socio Economic Status ◽  
Second Grade Students ◽  
And Mathematics ◽  
The Relationship

Socio-economic status (SES) and mathematical performance seem to be risk factors of mathematics anxiety (MA) in both children and adults. However, there is little evidence about how exactly these three constructs are related, especially during early stages of mathematical learning. In the present study, we assessed longitudinal performance in symbolic and non-symbolic basic numerical skills in pre-school and second grade students, as well as MA in second grade students. Participants were 451 children (average pre-school age = 5 years, 6 months) from 12 schools in Chile, which differed in school vulnerability index (SVI), an indicator of SES. We tested an explanatory model of MA that included SES and longitudinal performance in basic numerical skills as predictors. The results showed a direct effect of SES on MA and a mediating effect of performance in symbolic and non-symbolic comparison tasks in pre-school. However, in second grade, only performance in symbolic comparison significantly mediated the SES-MA relationship. These findings suggest that performance in non-symbolic comparison plays an important role in explaining MA at initial stages, but that its influence is no longer significant by the time children reach formal instruction in second grade. By contrast, as children’s formal educational experience in mathematics increases, MA becomes linked primarily to symbolic numerical tasks. In sum, SES affects MA and this is due in part to the effect of SES on the development of numerical learning in pre-school, which in turn has an impact on subsequent, more complex learning, ultimately leading to differences in MA. We discuss the implications of these findings for preventing and acting upon the emergence of MA.

scholarly journals Understanding the Relationship Between Students’ Mathematics Anxiety Levels and Mathematics Performances at the Foundation Level

2020 ◽  
Vol 10 (1) ◽  
pp. 47
Author(s):  
Emmerline Shelda Siaw ◽  
George Tan Geok Shim ◽  
Farah Liyana Azizan ◽  
Norhunaini Mohd Shaipullah
Keyword(s):  
Mathematics Anxiety ◽  
Quantitative Data ◽  
Study Data ◽  
Mathematics Performance ◽  
Learning Mathematics ◽  
Future Potential ◽  
Anxiety Levels ◽  
And Mathematics ◽  
The Relationship ◽  
Significant Factors

For many students, mathematics is regarded as a challenging subject to learn and master in class. One of the significant factors contributing to the students’ difficulties in learning mathematics is caused by a phenomenon called mathematics anxiety. Mathematics anxiety is a feeling of unease and anxiety toward mathematics and it can be different from person-to-person. Understanding the effects of mathematics anxiety levels on students’ mathematics performances in class can be the key to help students’ mastery of mathematics. The aim of the study is to investigate the relationship between mathematics anxiety levels and students’ mathematics performances at the foundation level. A sample of 545 students from a local foundation centre was chosen for this study. Data collection via questionnaire was used where quantitative data were analysed using correlation, t-test, and descriptive analyses. The results showed that there was a weak positive correlation between students’ anxiety levels and the students’ mathematics performance in their final examination. Recommendations and future potential for this study were further discussed in this paper.

scholarly journals The relationship between middle school students’ mathematics anxiety and their mathematical understanding

2018 ◽  
Vol 8 (3) ◽  
pp. 599-622
Author(s):  
Yasemin Kaba ◽  
Sare Şengül
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Anxiety ◽  
Mathematical Understanding ◽  
Strong Positive Correlation ◽  
School Students ◽  
Grade Levels ◽  
Learning Mathematics ◽  
And Mathematics ◽  
The Relationship

Development of mathematical understanding is an active process involving mathematical structures and actions. Why do students not understand mathematics? What are the reasons for that? Students have some difficulties to understand mathematics and one of them is anxiety. Mathematics anxiety is defined as an uncomfortable feeling experienced when performing a mathematical task, which is seen as an obstacle to learning mathematics. For this reason, the aim of this study was to investigate the relationship between middle school students’ mathematics anxiety and their mathematical understanding. In addition to this, possible relationship was analyzed according to gender and grade levels variables. The relational screening model was used. The study was carried out with 466 middle school students. “Determining the Mathematical Understanding Levels Scale” and “Mathematics Anxiety-Apprehension Survey” were used as data collection instruments. According to the results of the study, there was a significant strong positive correlation between middle school students’ mathematics anxiety and their mathematical understanding. On the other hand, the results showed no significant differences between students’ mathematics anxiety and their mathematical understanding with respect to gender. However, the findings revealed significant differences in both students’ mathematics anxiety and their mathematical understanding with respect to grade levels.

scholarly journals The Mediating Effect of Classroom Learning Environment on the Relationship Between Filipino Language Anxiety and Coping Strategies

2021 ◽  
Vol 3 (4) ◽  
pp. 60-72
Author(s):  
ARNEL II BERNAL
Keyword(s):  
College Students ◽  
Learning Environment ◽  
Coping Strategies ◽  
Mediation Analysis ◽  
Positive Relationship ◽  
Language Anxiety ◽  
Classroom Learning Environment ◽  
Classroom Learning ◽  
And Coping ◽  
The Relationship

This study aims to identify the effect of the classroom-learning environment as a mediator on the relationship between Filipino language anxiety and the coping strategies of college students. This research was undergone by quantitative research design using descriptive and correlation method via mediation analysis. This study uses stratified random sampling; the data was gathered using survey questionnaires involving 300 respondents from first-year colleges to fourth-year college) students. In response to the hypothesis of this study, correlation analysis was used together with the Pearson r and Mediation Analysis using Sobel z Test. The result has shown that Filipino language anxiety and coping strategies have a strong and positive relationship. A strong and positive relationship was also found between Filipino language anxiety and classroom learning environment and the relationship between classroom learning environment and coping strategies. Furthermore, using the Sobel z test, the research found that the effect of the classroom-learning environment partially mediated the relationship between Filipino language anxiety and coping strategies.    

scholarly journals The mediating effect of students’ attitude to student career aspiration and mathematics achievement

2021 ◽  
Vol 6 (3) ◽  
pp. 158-173
Author(s):  
Quiliano Jr Gonzales Oracion ◽  
Ivy Lyt Sumugat Abina
Keyword(s):  
Academic Achievement ◽  
Educational Institution ◽  
Career Aspirations ◽  
Mediating Effect ◽  
Career Aspiration ◽  
Learning Mathematics ◽  
Students Attitudes ◽  
And Mathematics ◽  
High Level ◽  
The Relationship

Mathematics low achievement has undeniably been found in both national examinations and international assessments. An educator needs to be aware and determine the factors in students’ achievement. However, there were no observable studies focusing on the mediating effect of students' attitudes toward career aspiration and academic achievement. With this, it aims to determine the mediating effect of students’ attitudes on students’ career aspirations and academic achievement in learning Mathematics in a higher educational institution in the Davao Region.  The researcher utilized sets of adopted and self-made test questionnaires to gather data from the 199 respondents.  In analyzing the data, the researcher performed descriptive statistics, Pearson Product Moment Correlation Coefficient, and Regression Analysis as statistical tools. These analyses indicated that students have a high level of career aspiration, a satisfactory level of academic achievement, an average level of attitude towards mathematics, and an insignificant relationship between students’ career aspirations and academic achievement. The relationship between the student’s attitude and career aspiration is significant. The latter is the only relationship that is significant among all steps, and thus full and partial mediation analysis will not be warranted. Based on the findings, the students must be responsible for helping themselves to make an efficient move in developing their aspiration to have a considerable positive attitude in learning mathematics.

Sign in / Sign up

Export Citation Format

Share Document