Math Anxiety and Math Self-Efficacy Essay

October 12, 2017 Cultural

Aim: This is a descriptive-correlational survey which investigated the relationship between math anxiousnesss. math self-efficacies and math accomplishments of nautical college sophomores in Iloilo. Philippines. Method: This research was conducted at the three campuses of St. Therese- MTC Colleges. viz. : Tigbauan. La Fiesta. and Magdalo Sites during the first semester of academic twelvemonth 2004-2005. The participants of the survey consisted of 316 nautical sophomores who were chosen utilizing relative random trying. The information for this survey were gathered utilizing standardised questionnaires.

For mathematics accomplishment. the mean of their classs in mathematics topics taken in their first twelvemonth were used. Basic descriptive statistics. one-way analysis of discrepancy. t-test for independent samples. and Pearson-Product Moment correlativity trial were used to analyse informations. Consequence: The survey found out that the bulk of the maritime sophomores belonged to the “terminal” instance of math anxiousness or was on the brink of going impatient. yet the bulk had a high math self-efficacy degree. Their math accomplishments. on the other manus. were by and large hapless.

They differed significantly on their math accomplishment when grouped harmonizing to math anxiousness and math self-efficacy. Finally. negative but important relationship existed between math anxiousness and math self-efficacy and math anxiousness and math accomplishment while math self-efficacy and math accomplishment were positively and significantly related. In other words. those with low math anxiousness had high math self-efficacy and accordingly they performed better in math than those with high math anxiousness and low math self-efficacy.

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Discussion: Consequences indicated that the higher math anxiousness is the lower is math self-efficacy and math accomplishment. In the same mode. lower math anxiousness consequences to high math self-efficacy which in bend consequences to high math accomplishment. This is consistent with surveies done by old research workers like Richardson and Suinn. ( 1972 ) . and Suinn. et Al. ( 1972 ) to call a few. Although three decennaries and cultural differences separated the surveies. still similar consequences have been observed. This lone implies that when it comes to factors related to math public presentation. clip and civilization have no bearing on the consequences.

Decision: By and large. nautical college sophomores’ math accomplishments were hapless. However. when they were grouped harmonizing to math anxiousness and math self-efficacy. it showed that those with high self-efficacy had higher math accomplishment than those with low self-efficacy. Furthermore. those with high math anxiousness had lower math accomplishment compared to those with low math anxiousness. The survey suggests that math pedagogues must look into edifice students’ assurance in mathematics to get the better of their anxiousness and therefore. better their overall public presentation in math.

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