Mathematics anxiety in deaf, hard of hearing, and hearing college students

Abstract

While mathematics anxiety (MA) has been widely researched in recent decades, this study addresses significant gaps: namely, research that explores the relationship between MA and self‐reported mathematics experiences; samples adults with a range of MA levels; and controls for general anxiety. Additionally, the study sampled deaf and hard of hearing (DHH) students, whose diverse life and educational experiences often differ from hearing students’. We investigated whether DHH students’ experiences with mathematics (i.e., parental behaviors, school environment, and mathematics feelings) and demographic variables (i.e., hearing status, age, and gender) predict their MA, and whether these relationships differ from those in hearing students. Self‐report questionnaires were completed by 296 DHH and hearing college students. Linear regression analyses controlling for general anxiety led to the following inference: DHH students who reported more positive attitudes toward mathematics and school environments demonstrated higher MA. Also, the relationships between mathematics feelings, parental behaviors, and MA differed between DHH and hearing students. Logistic regression analyses showed no contribution of MA to students’ likelihood of pursuing STEM degrees in either DHH or between DHH and hearing groups. Overall, this work breaks new ground in the study of MA in DHH students and challenges standard views of the relationships between MA and individual experiences.

The effects of rational emotive behavioural and relaxation therapies on mathematics anxiety among deaf learners

“…Although no past studies have investigated or established a twoway interactive effect between the treatment plan (RT and REBT) vis-à-vis onset of deafness (prelingual and postlingual) but past studies such as Adigun ( 2022 2019) have established that language deprivation among deaf learners have been a major factor responsible for lower academic outcomes among deaf learners. Regardless of onset of deafness, deaf learners are at a disadvantage in situations where oral communication without support of visual reinforcement is allowed (Adigun, 2022;Hyde et al, 2003;Mishra et al, 2022;Sugaya et al, 2019). In other words, even if there will be an observable significant interaction effect between the treatments and onset of deafness on MA among the participants of this study, such intervention programme must scale up by actively supplementing the treatment with visual reinforcement.…”

“…Although no past studies have investigated or established a two‐way interactive effect between the treatment plan (RT and REBT) vis‐à‐vis onset of deafness (prelingual and postlingual) but past studies such as Adigun (2022), Adigun and Ajayi (2015), Adigun and Iheme (2020), Leton & Dosinaeng, 2019, Marschark et al (2009), Mishra et al (2022), Nikolaraizi et al (2013), Olaoluwa and Ayantoye (2016), Suess et al (2022) and Sugaya et al (2019) have established that language deprivation among deaf learners have been a major factor responsible for lower academic outcomes among deaf learners. Regardless of onset of deafness, deaf learners are at a disadvantage in situations where oral communication without support of visual reinforcement is allowed (Adigun, 2022; Hyde et al, 2003; Mishra et al, 2022; Sugaya et al, 2019). In other words, even if there will be an observable significant interaction effect between the treatments and onset of deafness on MA among the participants of this study, such intervention programme must scale up by actively supplementing the treatment with visual reinforcement.…”

“…Lamentably, while a plethora of research is available on variations and management of MA among learners, studies on implications and management of MA among deaf learners are rare. Interestingly, studies of Adigun and Iheme (2020), Chen and Wang (2022), Hyde et al (2003), Luckner and McNeill (1994), Mishra et al (2022), as well as Olaoluwa and Ayantoye (2016) revealed that lowered and unimpressive performances of deaf learners in mathematics can be traced to anxiety for mathematics. Thus, Adigun and Iheme (2020) recommended further research efforts on intervention strategies that could alleviate, reduce or eliminate MA among deaf learners.…”

“…Until present, there is practically no existing empirical evidence of the effects of either RT and or REBT on the level of MA among deaf learners but existing evidences suggests that deaf learners are anxious when it comes to mathematics (Adigun & Iheme, 2020; Ariapooran, 2017; Chen & Wang, 2022; Mishra et al, 2022; Olaoluwa & Ayantoye, 2016). Though, it is believed that language deprivation as characteristic of deaf learner may significantly challenge to mathematics abilities and achievement of deaf learners.…”

“…Hence, based on linguistic profiles and the need for active linguistic potentials needed for solving word problems in mathematics, deaf learners may continue in the struggle to attain the highest possible achievement in mathematics. The foregoing therefore might somewhat be responsible for mathematics anxieties as indicated by Adigun and Iheme (2020), Hyde et al (2003) and Mishra et al (2022).…”