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Poster Presentation "A Comparison and Contrast of Undergraduate Students' Mathematics and Statistics Anxiety Levels Based on Gender, College-Year, Major Field of Study, and Mathematics Background"

Presenter Information

Soofia Malik, University of Wyoming

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Common Area

Description

This study includes an investigation of differences undergraduates’ statistics and mathematics anxiety levels based on students’ gender, college-year, major area of study, and mathematics background. The participants were enrolled either in introductory statistics course or in college algebra in a doctoral granting university in the Rocky Mountain region of the US. The sample consisted of 309 students who volunteered to participate in this non-experimental survey study. Two modified versions of Mathematics Attitudes Scale (Fennema & Sherman, 1976) were used to measure students’ statistics and mathematics anxiety levels. The internal consistencies of the survey items were tested using Cronbach’s alpha and were found to be extremely reliable. A one-way ANOVA and regression analysis were performed to analyze the data. The results revealed no statistically significant college-year differences on anxiety towards statistics and mathematics. However, mathematics background was found to be highly significant on both mathematics and statistic anxiety scores. Also, females indicated higher anxiety towards mathematics than males.

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Poster Presentation "A Comparison and Contrast of Undergraduate Students' Mathematics and Statistics Anxiety Levels Based on Gender, College-Year, Major Field of Study, and Mathematics Background"

Common Area

This study includes an investigation of differences undergraduates’ statistics and mathematics anxiety levels based on students’ gender, college-year, major area of study, and mathematics background. The participants were enrolled either in introductory statistics course or in college algebra in a doctoral granting university in the Rocky Mountain region of the US. The sample consisted of 309 students who volunteered to participate in this non-experimental survey study. Two modified versions of Mathematics Attitudes Scale (Fennema & Sherman, 1976) were used to measure students’ statistics and mathematics anxiety levels. The internal consistencies of the survey items were tested using Cronbach’s alpha and were found to be extremely reliable. A one-way ANOVA and regression analysis were performed to analyze the data. The results revealed no statistically significant college-year differences on anxiety towards statistics and mathematics. However, mathematics background was found to be highly significant on both mathematics and statistic anxiety scores. Also, females indicated higher anxiety towards mathematics than males.