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LEVELS OF STUDENTS’ ANXIETY

AND SELF-EFFICACY IN
MATHEMATICS AND ITS
RELATIONSHIP TO THEIR
MATHEMATICS PERFORMANCE
JOHN MARK F. BONDOC
AMELIA DAQUIOAG
WESLEYAN UNIVERSITY-PHILIPPINES
Background and Objectives

 Performances in Mathematics are often


influenced by the students’ self-efficacy
and anxiety in the subject.
 High level of mathematics anxiety and
lower level of self-efficacy are real
problems both teachers and students face
nowadays.
What is Mathematics self-efficacy ?

 It is the belief in one’s ability to learn and


succeed in school mathematics.
 It is a student’s conviction that adopting
certain behaviors will result in
achievement in the mathematics classroom
however the student defines it.
What is mathematics anxiety?

 According to Mark H. Ashcraft (2002),


mathematics anxiety is a state of a
sinking feeling, uncertainty and despair
at doing arithmetic and mathematics.
 It is an important factor that affects

students’ achievement and attitude


towards the subject.
 Research has demonstrated that many students
have learning difficulties and show poor
performance in mathematics.
 According to Kazelskis (2000), one of the
attributed reasons is the anxiety that an individual
may have towards mathematics.
 Cates and Rhymer (2003) found that students with
higher levels of mathematics anxiety had
significantly lower computational fluency in all
areas of mathematical computations; these
students, in turn, had lower levels of achievement
in mathematics.
Questions?

 Do students with high levels of


mathematics self-efficacy have low levels
of mathematics anxiety?
 If college instructors reduce their students’
mathematics anxiety, will the students’
self-efficacy in mathematics increase?
Focus

 Level of Students’ Anxiety in


Mathematics
 Level of Self-Efficacy in
Mathematics
 Mathematics Performance
Research Objectives
The study sought to investigate the following:
a). Profile of the respondents described in terms of
sex, high school graduated from, age, course, family
income, father’s educational attainment and mother’s
educational attainment;
b). Respondents’ mathematics’ background;
c). Respondents’ level of self-efficacy in mathematics;
d). Respondents’ level of anxiety in mathematics be;
e). Respondents’ performances in mathematics;
f).Significant relationship between the students’ profile
and the levels of their self-efficacy, anxiety, and
performance in mathematics;
g). Significant relationship between the respondents’
level of anxiety and the level of their self-efficacy in
mathematics; and
h). Significant relationship between the respondents’
levels of anxiety and self-efficacy and their
mathematics performance.
METHODS
 The descriptive-correlational research design was
used in this study with questionnaire as the principal
instrument to gather data.
 The study gathered data from 82 sophomore
students studying at the Wesleyan University –
Philippines.
 Mathematics Self-Efficacy and Anxiety
Questionnaire (MSEAQ) by DIANA K. MAY (2006)
Major Findings
 Moderate high level of self-efficacy and anxiety in
mathematics.
 Respondents’ sex and course were significantly
related to the level of their anxiety, self-efficacy and
performance in mathematics.
 Family income was significantly related to
performance;
 Mother’s educational attainment was significantly
related to students’ mathematics self-efficacy and
mathematics performance.
 Female respondents were more anxious in
mathematics and had low performance in
mathematics than males.
 Female respondents had high level of
anxiety, low level of self-efficacy and
mathematics performance.
 Respondents’ level of self-efficacy was
significantly and negatively related to the
level of their anxiety in mathematics.
 Anxiety was significantly and positively
related to mathematics performance.
 The positive relationship of the respondents’
level of anxiety to their mathematics
performance meant that the higher the level of
anxiety, the lower the respondents’ performance
in mathematics.
 The result showed that the higher the level of
self-efficacy, the higher the respondents’
performance in mathematics.
Conclusion
 Students’ levels of anxiety, self-efficacy, and
performance in mathematics were being
influenced by many factors. It included the
students’ sex, course, family income and
parents’ educational attainments.
 Students who had high mathematics anxiety
and low self-efficacy tended to perform fewer
score in mathematics performance while
students who had low mathematics anxiety and
high self-efficacy performed higher score in
mathematics.
 Further research study should be
conducted to further analyze the
relationship between the students’ profiles
and the levels of their anxiety, self-
efficacy and performance in mathematics.
 Students should develop their positive attitudes toward
mathematics by participating in mathematics tutorial
sessions through online learning sites or other form of
peer tutoring.
 Teachers should help the learners develop their high
self-belief to perform in mathematics by employing
creative teaching and learning strategies that will make
the learners more interested to learn math concepts and
theories.
 Parents should take part on helping the learners
develop positive perceptions about mathematics by
guiding their children in studying mathematics.
 School administration should support the advocacy
of some groups who help the students in developing
mathematics performance like organizations who
give tutorial sessions for the students.
 Teachers should create positive learning
environment to alleviate mathematics anxiety by
enabling the learners feel that they are on the safe
learning environment where they are accepted and
respected regardless their differences.
Thank you and God bless!

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