Factors causing Mathematics Anxiety of Senior High School Students in Calculus

Estonanto, Aldrin John J.; Dio, Ryan V.

doi:10.24203/ajeel.v7i1.5701

Cited by 12 publications

(17 citation statements)

References 23 publications

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“…Several past studies have discussed students' mathematics anxieties (Estonanto & Dio, 2019;Musa & Maat, 2021;Luttenberger et al, 2018). Musa and Maat (2021) reported that mathematical anxiety impacts students' emotions, thoughts, and actions.…”

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

“…In another study, Estonanto and Dio (2019) investigated various factors causing mathematics anxiety related to the calculus of senior high school students. The study found eight factors of mathematical anxiety, namely lack of selfconfidence, interest and study habits, the role of the teacher, fear of failure, pressure from parents and peers, pressured quizzes and tests, poor skills in analysis, and the abstract nature of mathematical concepts (Estonanto & Dio, 2019). Likewise, Luttenberger et al (2018) described the phenomenon of mathematics anxiety, including information on its prevalence, how it differs from other forms of anxiety and which variables may influence the occurrence of mathematics anxiety.…”

Section: Literature Reviewmentioning

confidence: 99%

See 2 more Smart Citations

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

Budhathoki

Acharya

Belbase

et al. 2022

IJLTER

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Mathematics anxiety in students seems to be one of the most common phenomena in mathematics teaching and learning worldwide. However, mathematics anxiety induced through the verbal behaviour of other people is an understudied area in mathematics education. This paper aimed to investigate the influence of the verbal behaviour of older people on the students’ interest and choice in studying mathematics. Ten grade-nine students studying in a high school in Kathmandu participated in semi-structured interviews. A descriptive qualitative research design, followed by a thematic analysis of the data through primary, secondary, and tertiary coding, identified four major themes related to the verbal behaviour of elders that induced mathematics anxiety in the students. These themes were discouragement, abuse, fear, and dilemma due to adults’ verbal behaviour when choosing mathematics as an optional subject in high school. The study results have educational implications in terms of the way teachers and parents express their viewpoints and interest in mathematics and related subjects may affect students’ interests and attitudes toward mathematics.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

See 1 more Smart Citation

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

Budhathoki

Acharya

Belbase

et al. 2022

IJLTER

View full text Add to dashboard Cite

show abstract

“…Awofala and Odogwu (2017) revealed that mathematics anxiety level was significant in calculus cognitive failures and performance among the students. The high anxiety is also attributed to several major factors, including the abstract concepts of calculus, the teaching style, and the poor analytical skills of the students (Estonanto & Dio, 2019). This mathematics anxiety is so crucial that it will affect calculus mathematics performance (Estonanto, 2017).…”

Section: Introductionmentioning

confidence: 99%

Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration Towards Students’ Perception of Math Anxiety

Soesanto

Dirgantoro

2021

mapan

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The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.

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“…In the study of [4] as cited by the authors, the performance of the junior high school in mathematics was weak. Additionally, the study of [5] pointed out that the majority of the students were in the beginning level of mathematics proficiency. The strategies/approaches used by the majority of the teachers in teaching Basic Calculus are sometimes laborious and complicated for the students.…”

Section: Introductionmentioning

confidence: 99%

Metacognitive Strategies: Instructional Approaches in Teaching and Learning of Basic Calculus

Mariano¹,

Ancheta²

2021

IJAEMS

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The purpose of the study is to determine the effectiveness of the metacognitive strategies as instructional approaches in teaching and learning of Basic Calculus. A number of 48 students consisting of 24 boys and 24 girls were purposively sampled in this study. Pretest-posttest quasi experimental research design was used which applied t-test and descriptive statistics. Both groups were subject to two instruments that were comprised of problem-solving test (pretest and posttest) and observation guide. Experimental group was taught Basic Calculus using metacognitive strategies while the control group was taught Basic Calculus using traditional teaching strategies. Both groups were subject to a pretest. Class observation was done while the two teaching strategies were applied. In the end, the posttest was administered to both groups to identify the effectiveness of the two teaching strategies. The data gathered were treated using paired sample t-test and independent sample t-test. The results of the study showed that the experimental group had significantly higher posttest scores as compared to control group which proved that metacognitive teaching strategies were more effective in improving the performance and problem-solving skills of the students than the traditional teaching strategies. It was also observed that students who taught using metacognitive strategies helped the students to be extremely engaged in Basic Calculus lessons cognitively, behaviorally, and affectively. The study reveals that the significant increase of the students' learning engagement in Basic Calculus lessons led the students to a corresponding increase in their posttest scores.

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Factors causing Mathematics Anxiety of Senior High School Students in Calculus

Cited by 12 publications

References 23 publications

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

High School Students’ Mathematics Anxiety: Discouragement, Abuse, Fear, and Dilemma Induced through Adults’ Verbal Behaviour

Calculus Learning via Screencast-O-Matic During the Pandemic: An Exploration Towards Students’ Perception of Math Anxiety

Metacognitive Strategies: Instructional Approaches in Teaching and Learning of Basic Calculus

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