A Comparison of Mathematics Anxiety among Students by Gender

Keshavarzi, Abdollah; Ahmadi, Soleiman

doi:10.1016/j.sbspro.2013.06.103

Cited by 18 publications

(22 citation statements)

References 12 publications

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“…The original Mathematics Anxiety Scale for Children was developed by Chiu and Henry (1990) in order to assess the anxiety level of children during certain situations involving maths. The scale has been standardized for primary school populations and has adequate test/retest reliability, internal consistency, and concurrent validity (Wu et al, 2012;Jansen et al, 2013;Keshavarzi & Ahmadi, 2013;Hoorfar & Taleb, 2015). The Chiu and Henry's scale has been modified and translated into Arabic language by Adnan and Ibrahim (1994) to assess the mathematics anxiety of Arab children in primary schools.…”

Section: Maths Anxiety Scalementioning

confidence: 99%

“…In addition, literature on maths anxiety has concentrated on the reasons for maths anxiety and its relationship with students' performance (Siebers, 2015;Puteh & Khalin, 2016;Reali et al, 2016;Luttenberger et al, 2018;Kundu & Kar, 2018). Other researches have examined the effects of maths anxiety on future career choice (Scarpello, 2007;Espino et al, 2017), while others investigated gender differences in maths anxiety (Yüksel-Şahin, 2008;Keshavarzi & Ahmadi, 2013;Yeo, Tan, & Lew, 2015;Hill et al, 2016).…”

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confidence: 99%

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The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

Alanazi

2020

Mult.J.Edu.Soc.Tec.Sci.

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This study investigates the effect of active recreational maths games (ARMG) on 1st grade male students' maths anxiety and performance. The sample was divided into two groups: an experimental group (N=28), which was taught maths with ARMG in addition to traditional teaching methods, and a control group (N=30), which was taught with traditional teaching methods only. The ARMG consisted of 24 sessions taking place over a period of two months. Students participated in three sessions per week, each of which lasted 45 minutes. The findings revealed a significant negative correlation (r=-0.482; p<0.05) between maths anxiety and students' performance. A significant difference (α= 0.05) in maths anxiety and performance emerged between the experimental and control groups. The experimental group obtained lower maths anxiety scores and higher performance scores than the control group. Considering these results, the study proposes several recommendations and suggestions to develop maths teaching with ARMG.

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Section: Maths Anxiety Scalementioning

confidence: 99%

mentioning

confidence: 99%

The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

Alanazi

2020

Mult.J.Edu.Soc.Tec.Sci.

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“…Many authors have attempted to shed light regarding the nature of mathematics anxiety. For instance, Keshavarzi and Ahmadi (2013) stressed that if there was nothing done to curb mathematics anxiety, there would be a reduction in "national human resources in science and technology". Hence, a strong background in mathematics was essential.…”

Section: Literature Reviewmentioning

confidence: 99%

“…In studying the same phenomenon among high school male and female students in four districts in Shiraz, Keshavarzi and Ahmadi (2013) used Chiu and Henry's mathematics anxiety scale for children (MASC). The instrument used twenty-two (22) short phrases commonly used to describe mathematics anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

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A Study of Math Anxiety in Male and Female Students at BA ISAGO University: Empirical Evidence

Nyakudya¹,

Nyakudya²

2020

JSS

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This study attempts to investigate whether there is any statistically significant difference in math anxiety for male and female students at BA ISAGO University. To assess the students' feelings towards Mathematics, two short instruments were used. The first questionnaire had fifteen math anxiety constructs. The other instrument captured nine questions based on math anxiety constructs in which students were to respond "yes" or "no" to the questions. The population of the study consisted of all BA ISAGO University students across all programmes from which two samples were taken at different stages. The first sample had 254 while the other one was made up of 232 students. The sampling methods used were mixed: random, convenience and purposive. Descriptive, ANOVA and Chi Square analyses were used. Three sets of results came out clearly in this study. Firstly, using a sample of 254 students, the study concluded that there were statistically significant differences between the means for male and female students in respect of "fearing mathematics", "getting worried with mathematics", "avoiding math in their modules" and "avoiding math all together". In the second test, using a sample of 232 students, the study found that there were statistically significant differences between students who said "yes" and those who indicated "no" to "fearing mathematics", "feeling uneasy", "getting worried", "experience a mind block" and "getting bored" with regards mathematics were rejected. Lastly, using the same sample of 232, it was found that there were no statistically significant differences between students who said "yes" and "no" to "fearing to ask", "liking mathematics modules", "liking mathematics in general", and "sweating".

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Mathematics Anxiety

Zhou

2024

Brain and Mathematical Cognition

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A Comparison of Mathematics Anxiety among Students by Gender

Cited by 18 publications

References 12 publications

The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

The Effects of Active Recreational Math Games on Math Anxiety and Performance in Primary School Children: An Experimental Study

A Study of Math Anxiety in Male and Female Students at BA ISAGO University: Empirical Evidence

Mathematics Anxiety

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