The Effect of Concept-Rich Instruction on the Ability of Mathematical Study School Students Under reviewed from Math Anxiety

2018 ◽  
Vol 8 (8) ◽  
Author(s):  
Intan Kusmayanti ◽  
M. Syarif Sumantri ◽  
Anton Noornia
Keyword(s):  
Math Anxiety ◽  
Mathematical Study ◽  
School Students ◽  
Rich Instruction

PROFIL KEMAMPUAN BERPIKIR KREATIF SISWA SEKOLAH MENENGAH PERTAMA DITINJAU DARI TINGKAT KECEMASAN MATEMATIKA DAN JENDER

2019 ◽  
Vol 20 (1) ◽  
pp. 69
Author(s):  
Endang Wahyuningrum ◽  
Disti Pratiwi ◽  
Sandra Sukmaning Adji
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Mathematics Anxiety ◽  
Creative Thinking ◽  
Female Student ◽  
Math Anxiety ◽  
Male Student ◽  
Thinking Skills ◽  
School Students ◽  
And Gender

The purpose of this study was to describe the creative thinking skills of junior high school students based on mathematics anxiety and gender. Aspects of creative thinking skills used in this study are fluency, flexibility, and novelty. This research is a qualitative descriptive study. The instruments used were open-ended questions consisting of algebra and geometry questions, mathematics anxiety questionnaires, and interview guidelines. The study was conducted in class IX E of SMPI Al Azhar 12 Rawamangun Jakarta. The subject of this study consisted of four students, they are male student with low mathematics anxiety, female student with low mathematics anxiety, male student with medium mathematics anxiety, and female student with medium mathematics anxiety. The results of the mathematics anxiety questionnaire showed that none of the students in class IX E had high math anxiety. There are differences in the fulfillment of aspects of creative thinking in terms of differences in mathematics anxiety and gender levels. Students with low math anxiety fulfill aspects of fluency, flexibility, and novelty in algebra and geometry questions. Students with medium math anxiety fulfill aspects of fluency and flexibility both in algebra and geometry questions. Female students fulfill aspects of fluency, flexibility, and novelty both in algebra and geometry questions. Male students fulfill aspects of fluency and flexibility in algebra questions, while in geometry questions the aspects that are fulfilled are fluency, flexibility, and novelty.

scholarly journals Self-Efficacy, Social Support, Academic Flow, and Math Anxiety among Islamic Senior High School Students

2021 ◽  
Vol 7 (2) ◽  
pp. 315-326
Author(s):  
Mutia Herawati ◽  
Abdul Muhid ◽  
Asep Saepul Hamdani
Keyword(s):  
Social Support ◽  
High School Students ◽  
Self Efficacy ◽  
Math Anxiety ◽  
Sampling Technique ◽  
School Students ◽  
Negative Effect ◽  
Psychological Scales ◽  
Quota Sampling ◽  
Almost All

Math anxiety is a crucial problem experienced by almost all students. Due to the math anxiety affects the decreasing of mathematics achievement, many educators and researchers focused to overcome the math anxiety. The purpose of this study is to empirically examine the effects of math self-efficacy, social support, and academic flow on math anxiety. This research used a quantitative approach, by using psychological scales survey as a data collection. The participants of this study were 167 students which were collected using quota sampling technique at two high schools. The results show that there was a simultaneous significant negative effect of math self-efficacy, social support, and academic flow toward math anxiety. In addition, the partial analysis shows that there is no significant effect between math self-efficacy and math anxiety. While social support and academic flow have a significant effect on math anxiety. Thus, social support and academic flow can be used as strong predictors of math anxiety.

scholarly journals Metacognitive awareness and math anxiety in gifted students

2015 ◽  
Vol 10 (4) ◽  
pp. 338 ◽  
Author(s):  
Hakan Sarıcam ◽  
Üzeyir Ogurlu
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Math Anxiety ◽  
Linear Regression Analysis ◽  
Gifted Students ◽  
Metacognitive Awareness ◽  
School Students ◽  
Basic Purpose ◽  
Anxiety Levels ◽  
Metacognitive Awareness Inventory

<p>The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students.</p><p> </p><p>Keywords: Metacognitive awareness, maths anxiety, gifted</p><p> </p><p> </p>

scholarly journals Metacognitive awareness and math anxiety in gifted students

2016 ◽  
Vol 10 (4) ◽  
pp. 338
Author(s):  
Üzeyir Ogurlu ◽  
Hakan Sarıcam
Keyword(s):  
Regression Analysis ◽  
Linear Regression ◽  
Math Anxiety ◽  
Linear Regression Analysis ◽  
Gifted Students ◽  
Metacognitive Awareness ◽  
School Students ◽  
Basic Purpose ◽  
Anxiety Levels ◽  
Metacognitive Awareness Inventory

The basic purpose of this study has been to examine the relationships between metacognitive awareness and maths anxiety in gifted students. The second aim was to compare with gifted and non-gifted students’ metacognitive awareness and maths anxiety levels. The participants were 300 (150 gifted, 150 non-gifted) volunteer secondary school students in Turkey. The mean age of the participants was 12.56 years ranging from 12 to 13 years. For gathering data, the Maths Anxiety Scale for Elementary School Students and The Metacognitive Awareness Inventory for Children were used. For analysing the data, Spearman correlation analysis, the Mann Whitney U test, and linear regression analysis were used. According to the findings: firstly, gifted students’ metacognitive awareness scores were higher than those of non-gifted students. On the other hand, non-gifted students’ maths anxiety levels were higher than those of gifted students. Secondly, there was negative correlation between metacognitive awareness and math anxiety. Finally, the findings of linear regression analysis indicated that metacognitive awareness is explained by 48% total variance of maths anxiety in gifted students. Keywords: Metacognitive awareness, maths anxiety, gifted.

scholarly journals Examining of the relationship between math anxiety and math achievement of elementary school studentsİlkokul öğrencilerinin matematik kaygısı ile matematik başarıları arasındaki ilişkinin incelenmesi

2017 ◽  
Vol 14 (4) ◽  
pp. 4425 ◽  
Author(s):  
Yılmaz Mutlu ◽  
İhsan Söylemez ◽  
Ali Fuad Yasul
Keyword(s):  
Elementary School ◽  
Linear Regression ◽  
Elementary School Students ◽  
Math Achievement ◽  
Math Anxiety ◽  
Data Gathering ◽  
Clustering Methods ◽  
School Students ◽  
Pearson Product Moment Correlation ◽  
Analyse Data

This study aims to investigate relation between math anxiety and mathmatical achievement of 3hd and 4th grade  elementary school students. The participants of the study were constituted of totally 474 students, while 288 of those were attending 3hd grade, other 186 attending 4th grade. They were used math anxiety scale (13 items) developed by Mutlu & Söylemez (2017) for 3hd and 4th grades and math achievement tests for 3hd (16 items) and 4th (24 items) grades developed by Fidan (2013) as data gathering tools. They were also used pearson product-moment correlation, linear regression, t-test, oneway anova and two-step clustering methods to analyse data. The data concerning math anxiety and achievement were analysed through pearson product-moment correlation and linear regression. The relation level was found -547 between students’ math anxiety and math achievement. Besides, it was located that math anxiety explains 35% total varience of math achievement. With all that, it was used two-step clustering analyse method over math anxiety and achievement. There were found significant differences between participants’ math anxiety and math achievement scores.Extended English abstract is in the end of Full Text PDF (TURKISH) file.ÖzetBu çalışma, ilkokul 3. ve 4. sınıf öğrencilerinin matematik kaygısı ile matematik başarısı arasındaki ilişkiyi incelemeyi amaçlamaktadır. Çalışmanın katılımcılarının 288’i 3. sınıf, 186’sı 4. sınıf olmak üzere toplamda 474 öğrenciden oluşmaktadır. Çalışmada veri toplamak üzere ilkokul 3. ve 4. sınıflar için Mutlu ve Söylemez (2017) tarafından geliştirilmiş olan 13 maddelik bir kaygı ölçeği ile 3. sınıflar için 16 maddeden oluşan, 4. Sınıflar için ise 24 maddeden oluşan Fidan (2013) tarafından geliştirilen matematik başarı testleri kullanılmıştır. Verilerin analizinde Pearson Momentler Çarpımı Korelasyonu, doğrusal regresyon, t-testi ve iki adımlı kümeleme analizi yapılmıştır. Öğrencilerin matematik kaygısı ve matematik başarısı puanları arasında ilişki düzeyi -.547 olarak bulunmuştur. Ayrıca matematik kaygısının matematik başarısına ilişkin toplam varyansın %35’ini açıkladığı tespit edilmiştir. Bununla beraber matematik kaygısı ve matematik başarısı ilişkisini incelemek üzere iki adımlı kümeleme analizi yapılmıştır. Katılımcıların matematik kaygı ve matematik başarı puanları üzerinde yapılan kümeleleme analizi ile gruplar belirlenmiş, grupların matematik başarıları ve matematik kaygıları arasında anlamlı farklılıklar olduğu tespit edilmiştir.  

Does Math-Anxiety Affect Senior School Students’ Mathematics Performance? Evidence from Ekiti State, Nigeria

2019 ◽  
Vol 4 (2) ◽  
pp. 43-51
Author(s):  
Popoola Abiodun Agnes ◽  
Olaniyan Omoniyi Mathew
Keyword(s):  
Mathematics Anxiety ◽  
Math Anxiety ◽  
T Test ◽  
School Level ◽  
Mathematics Attitudes ◽  
School Students ◽  
Innovative Teaching ◽  
Math Teachers ◽  
Secondary School Level ◽  
Mathematics Class

This study identified mathematics anxiety and its effects on students’in performance in Mathematics among Senior School Students in Ekiti State, Nigeria. The sample consisted of 238 SSSII students and 25 math-teachers that were randomly and purposively selected respectively. A questionnaire adapted from the Fennema-Sherman Mathematics Attitudes Scale (FSMAS) was used for the study. Descriptive statistics was used to answer the research questions while t-test was used to test the hypotheses. The study showed that mathematics anxiety exist among senior school students in the study area, which is characterized by feverish feelings in Mathematics class, difficulty in understanding math problem, failure to contribute in Mathematics class, truancy in Mathematics class among others. The study showed that there is a difference in the performance of Mathematics anxious and non-mathematics anxious students as revealed from the t-test.  Also, the mean score of the math-anxious student and non-math anxious students were found to be 31.84% and 61.31% respectively. It is concluded from the study that Mathematics anxiety affects students’ performance in Mathematics. Concerned stakeholder should implement policies at secondary school level to extend the time of Mathematics class on time table, provide conducive environment and engage innovative teaching methods for the teaching of Mathematics.

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