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PERCEPTION OF STUDENTS ON THE CAUSES AND EFFECT OF MATHS ANXIETY AMONG STUDENTS OF TERTIARY INSTITUTIONS

CHAPTER ONE

INTRODUCTION

 

Background of the study

Mathematical thinking is important for all members of a modern society as a habit of mind for its use in the work place, business and finance; and for personal decisions making.

Mathematics is fundamental to national prosperity in providing tools for understanding science, engineering technology and economics. It is essential in public decision making and

for participation in the knowledge economy.

Math anxiety is an intense emotional feeling of anxiety that people have about their ability to understand and do mathematics. People who suffer from math anxiety feel that they are incapable of doing activities and classes that involve math. Some math anxious people even have a fear of math; it’s called math phobia. The incidence of math anxiety among tertiary institution students has risen significantly over the last decae. Many students have even chosen their tertiary institution major in the basis of how little math is required for the degree.

Student’s gender is significant factor for math Anxiety. The study of math anxiety shows, there are gender differences in math anxiety among younger students, though it appears that during the elementary and junior tertiary institution years, boys express slightly more positive affect about math than do girls (Aiken 1970) [4]. During the tertiary institution and tertiary institution years Female students report more anxiety about math than do male students (Betz, 1978) [7] Numerous studies have shown that male achievement in math is higher. Due to the fact that gender differences do not appear until around puberty. Boys and girls have similar mathematics and science proficiency scores on tests at the age of 9, but a gap begins to appear at around age 13, early findings showed that children (boys and girl) did not differ in their math performance during elementary school but that differences began to appear in middle school and increased with time and schooling (Fennema& Sherman 1978) [16] Moreover, mathematics is often labeled as a masculine ability as a result, girls often have low confidence in their math capabilities. These gender stereotypes can reinforce low confidence in girls and can cause math anxiety. However, a note of cautious has to be added while describing gender as a major variable effecting math anxiety. For example, Gierl and Bisanz (1995) [17] finds no significant gender difference for math anxiety, on the other had Campbell and  Evans (1997)  [9] finds  that  females  exhibit more  mathematics  anxiety  in tertiary institution and in tertiary institution.

(Fennema and Sherman, 1978) [16]. Females display more math anxiety than males in tertiary institution and tertiary institution. (woodand T. 2004) [24].

 

Statement of the problem

Parents have the most influence on adolescent course-taking and career choices, with the mother being the  most influential of all this was the finding in a 2001 report in the social psychology of education. Parental encouragement in math has been found to significantly influence student’s learning experiences and attitude towards math. Infact, student’s grades in math were higher when students perceived that their parents were encouraging their effort in math. Dave and Dave (1971) [12] investigated the relationship of parental education on caste with the academic achievement. They found that higher percentages of rank holder belong to homes with higher parental education where as a higher percentages of failed students belong to those who have lower parental education. Bridge et al (1979), and Glasman and Biniaminov (1981) [8, 18] concluded that the achievement level of a student in math is directly proportional to the level of his parent’s education.

 

Objectives

1.      To  compare  the  mathematics  anxiety  of  secondary

school students on gender basis.

2.      To   study   the   influence   of   parental   education   on mathematics anxiety of students.

 

Hypotheses

1.      There  is  no  significant  difference  in  the  mathematics

anxiety of male and female students.

2.      There is no significant difference among the different categories of parent education and mathematics anxiety of students.

 

 

 

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