Mathematics Anxiety among Male and Female Students
The purpose of this study is to determine the
relationship of anxiety level between male and female undergraduates
at a private university in Malaysia. Convenient sampling method used
in this study in which the students were selected based on the
grouping assigned by the faculty. There were 214 undergraduates
who registered the probability courses had participated in this study.
Mathematics Anxiety Rating Scale (MARS) was the instrument used
in study which used to determine students’ anxiety level towards
probability. Reliability and validity of instrument was done before the
major study was conducted. In the major study, students were given
briefing about the study conducted. Participation of this study was
voluntary. Students were given consent form to determine whether
they agree to participate in the study. Duration of two weeks was
given for students to complete the given online questionnaire. The
data collected will be analyzed using Statistical Package for the
Social Sciences (SPSS) to determine the level of anxiety. There were
three anxiety level, i.e., low, average and high. Students’ anxiety
level was determined based on their scores obtained compared with
the mean and standard deviation. If the scores obtained were below
mean and standard deviation, the anxiety level was low. If the scores
were at below and above the mean and between one standard
deviation, the anxiety level was average. If the scores were above the
mean and greater than one standard deviation, the anxiety level was
high. Results showed that both of genders were having average
anxiety level. Among low, average and high anxiety level, frequency
of males were found to be higher as compared to females. Hence, the
mean values obtained for males (M = 3.62) was higher than females
(M = 3.42). In order to be significant of anxiety level among the
gender, the p-value should be less than .05. The p-value obtained in
this study was .117. However, this value was greater than .05. Thus,
there was no significant difference of anxiety level among the gender.
In other words, there was no relationship of anxiety level with the
gender.
[1] Adamu, G. S. (2014). Mathematics Anxiety among Engineering
Students and its Relationship with Achievement in Calculus.
International Journal of Psychology and Couseling, 6 (1), 10-13.
[2] Ajogbeje, O. J., Borisade, F. T., Aladesaye, C. A., & Ayodele, O. B.
(2013). Effects of Gender, Mathematics Anxiety and Achievement
Motivation on College Students' Achievement in Mathematics.
International Journal of Education & Literacy Studies, 1(1), 15-22.
[3] Arem, C. (2009). Conquering Math Anxiety. 3rd Edn., Cengage
Learning, ISBN-10: 0495829404, pp: 215. Belmont.
[4] Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and
Cognitive Consequences. Current Directions in Psychological Science,
11(5), 181-185.
[5] Baloglu, M., & Kocak, R. (2006). A Multivariate Investigation of the
Differences in Mathematics Anxiety. Personality and Individual
Differences, 40(7), 1325-1335.
[6] Capraro, M. M., Capraro, R. M., & Henson, R. K. (2001). Measurement
Error of Scores on the Mathematics Anxiety Rating Scale Across
Studies. Educational and Psychological Measurement, 61 (3), 373-386.
[7] Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender
Differences in Mathematics Anxiety and the Relation to Mathematics
Performance while Controlling for Test Anxiety. Behavioral and Brain
Functions, 8 (33), 1-9.
[8] Fiori, L., Wanner, B., Jomphe, V., Croteau, J., Vitaro, F., Tremblay, R.,
Turecki, G. (2010). Association of Polyaminergic Loci with Anxiety,
Mood Disorders, and Attempted Suicide. Polyamine Varints in
Psychiatric Disorders, 5(11), 1-9.
[9] Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math
Anxiety in the Classroom. Journal of Instructional Psychology, 37 (1),
24-31.
[10] Hamza, E., & Helala, A. (2013). Maths Anxiety in College Students
across Majors: A Cross-Cultural Study. Educationalfutures, 5 (2), 58-74.
[11] Hannula, M. S. (2002). Attitudes towards Mathematics: Emotions,
Expectations, and Values. Educational Studies in Mathematics, 49, 25-
46.
[12] Haralson, K. (2002). Math Anxiety: Myth or Monster? Presentation at
National Council of Teachers of Mathematics Central Regional
Conference. Paducah, KY.
[13] Hellum-Alexander, A. (2010). Effective Teaching Strategies for
Alleviating Math Anxiety and Increasing Self-Efficacy in Secondary
Students. Master dissertation, Evergreen State College, Olympia, WA.
[14] Khatoon, T., & Mahmood, S. (2010). Mathematics Anxiety among
Secondary School Students in India and Its Relationship to Achievement
in Mathematics. European Journal of Social Sciences, 16(1), 75-86.
[15] Klinger, C. M. (2006). Challenging Negative Attitudes, Low Self-
Efficacy Beliefs, and Math-Anxiety in Pre-Tertiary Adult Learners.
Proceedings of the Adults Learning Mathematics (ALM) 12th Annual
International Conference, (pp. 164-171). Melbourne.
[16] Luo, X., Wang, F., & Luo, Z. (2009). Investigation and Analysis of
Mathematics Anxiety in Middle School Students. Journal of
Mathematics Education, 2(2), 12-19.
[17] Mahigir, F., Venkatesh, K., & Karemi, A. (2012). Parents' Socio-
Economic Background, Mathematics Anxiety and Academic
Achievement. Int. J. Educ. Adm. Policy Stud., 4 (8), 177-180.
[18] Marzita, P. (2002). Factors Associated with Mathematics Anxiety.
Penerbit UPSI.
[19] Marzita, P. (2012). Mathematics Anxiety. The Need to overcome it!
[20] Masitsa, M. (2011). Exploring Safety in Township Secondary Schools
in the Free State Province. South African Journal of Education, 31(2),
163-174.
[21] McAllen, R. R. (2010). Examining Mathematics Anxiety in Elementary
Classroom Teachers. Doctoral dissertation, University of Connecticut.
[22] McKean, M., & Misra, R. (2000). College Students’ Academic Stress
and its Relation to Their Anxiety, Time Management, and Leisure
Satisfaction. American Journal of Health Studies, 16(1), 41-51.
[23] Mehdizadeh, S., Nojabaee, S. S., & Asgari, M. H. (2013). The Effect of
Cooperative Learning on Math Anxiety, Help Seeking Behavior.
Journal of Basic and Applied Scientific Research, 3 (3), 1185-1190.
[24] Ozgur, B. (2014). Trait Anxiety Levels of University Students Studying
at Sports Departments. Educational Research and Reviews, 9(20), 1021-
1024.
[25] Plaisance, D. V. (2009). A Teachers' Quick Guide to Understanding
Mathematics Anxiety. Lousiana Association of Teachers of Mathematics
Journal, 6(1).
[26] Pourmoslemi, A., Erfani, N., & Firoozfar, I. (2013). Mathematics
Anxiety, Mathematics Performance and Gender Difference among
Undergraduate Students. International Journal of Scientific and
Research Publications, 3(7).
[27] Preis, C., & Biggs, B. T. (2001). Can Instructors Help Learners
Overcome Math Anxiety? ATEA Journal, 28(4), 6-10.
[28] Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety
Rating Scale: Psychometric Data. Journal of Counseling Psychology, 19
(6), 39-47.
[29] Scarpello, G. (2007). Helping Students Get past Math Anxiety.
Techniques: Connecting Education and Careers (J1), 82 (6), 34-35.
[30] Schwartz, A. E. (2000). Axing Math Anxiety. Education Digest, 65 (5),
62-65.
[31] Usop, H. H., Hong, K. S., Sabri, N. A., & Tan, K. W. (2012). Factors
Causing Mathematics Anxiety among Undergraduate Students. In
Proceedings of CoSMEd 2009: Third International Conference on
Science and Mathematics Education.
[32] Vinson, B. M. (2001). A Comparison of Preservice Teachers'
Mathematics Anxiety Before and After a Methods Class Emphasizing
Manipulaives. Early Childhood Education Journal, 29 (2), 89-94.
[33] Vogel, H., & Collins, A. (2006). The Relationship between Test Anxiety
and Academic Performance. Journal of Abnormal and Social
Psychology, 67, 523-532.
[34] Wei, Q. (2010). The Effects of Pedagogical Agents on Mathematics
Anxiety and Mathematics Learning. Doctoral dissertation, Utah State
University.
[35] Wells, C., & Wollack, J. A. (2003). An Instructor's Guide to
Understanding Test Reliability. Testing & Evaluation Services.
University of Wisconsin.
[36] Wilder, S. (2013). Dimensions of Math Anxiety as Measured by the
MARS-Brief: Factor Analysis. Doctoral dissertation, The University of
Akron.
[37] Yenilmez, K., Girginer, N., & Uzun, O. (2007). Mathematics Anxiety
and Attitude Level of Students of the Faculty of Economics and
Business Administration; the Turkey Model. International Mathematics
Forum, 2 (41), 1997-2021.
[38] Yuksel-Sahin, F. (2008). Mathematics Anxiety among 4th and 5th Grade
Turkish Elementary School Students. International Electronic Journal
of Mathematics Education, 3(3), 179-192.
[39] Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina, A. (2012).
Mathematics Anxiety and Achievement among Secondary School
Students. American Journal of Applied Sciences, 9(11), 1828-1832. [40] Zettle, R., & Raines, S. (2000). The Relationship of Trait and Test
Anxiety with Mathematics Anxiety. College Student Journal, 34(2),
246-259.
[1] Adamu, G. S. (2014). Mathematics Anxiety among Engineering
Students and its Relationship with Achievement in Calculus.
International Journal of Psychology and Couseling, 6 (1), 10-13.
[2] Ajogbeje, O. J., Borisade, F. T., Aladesaye, C. A., & Ayodele, O. B.
(2013). Effects of Gender, Mathematics Anxiety and Achievement
Motivation on College Students' Achievement in Mathematics.
International Journal of Education & Literacy Studies, 1(1), 15-22.
[3] Arem, C. (2009). Conquering Math Anxiety. 3rd Edn., Cengage
Learning, ISBN-10: 0495829404, pp: 215. Belmont.
[4] Ashcraft, M. H. (2002). Math Anxiety: Personal, Educational, and
Cognitive Consequences. Current Directions in Psychological Science,
11(5), 181-185.
[5] Baloglu, M., & Kocak, R. (2006). A Multivariate Investigation of the
Differences in Mathematics Anxiety. Personality and Individual
Differences, 40(7), 1325-1335.
[6] Capraro, M. M., Capraro, R. M., & Henson, R. K. (2001). Measurement
Error of Scores on the Mathematics Anxiety Rating Scale Across
Studies. Educational and Psychological Measurement, 61 (3), 373-386.
[7] Devine, A., Fawcett, K., Szucs, D., & Dowker, A. (2012). Gender
Differences in Mathematics Anxiety and the Relation to Mathematics
Performance while Controlling for Test Anxiety. Behavioral and Brain
Functions, 8 (33), 1-9.
[8] Fiori, L., Wanner, B., Jomphe, V., Croteau, J., Vitaro, F., Tremblay, R.,
Turecki, G. (2010). Association of Polyaminergic Loci with Anxiety,
Mood Disorders, and Attempted Suicide. Polyamine Varints in
Psychiatric Disorders, 5(11), 1-9.
[9] Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math
Anxiety in the Classroom. Journal of Instructional Psychology, 37 (1),
24-31.
[10] Hamza, E., & Helala, A. (2013). Maths Anxiety in College Students
across Majors: A Cross-Cultural Study. Educationalfutures, 5 (2), 58-74.
[11] Hannula, M. S. (2002). Attitudes towards Mathematics: Emotions,
Expectations, and Values. Educational Studies in Mathematics, 49, 25-
46.
[12] Haralson, K. (2002). Math Anxiety: Myth or Monster? Presentation at
National Council of Teachers of Mathematics Central Regional
Conference. Paducah, KY.
[13] Hellum-Alexander, A. (2010). Effective Teaching Strategies for
Alleviating Math Anxiety and Increasing Self-Efficacy in Secondary
Students. Master dissertation, Evergreen State College, Olympia, WA.
[14] Khatoon, T., & Mahmood, S. (2010). Mathematics Anxiety among
Secondary School Students in India and Its Relationship to Achievement
in Mathematics. European Journal of Social Sciences, 16(1), 75-86.
[15] Klinger, C. M. (2006). Challenging Negative Attitudes, Low Self-
Efficacy Beliefs, and Math-Anxiety in Pre-Tertiary Adult Learners.
Proceedings of the Adults Learning Mathematics (ALM) 12th Annual
International Conference, (pp. 164-171). Melbourne.
[16] Luo, X., Wang, F., & Luo, Z. (2009). Investigation and Analysis of
Mathematics Anxiety in Middle School Students. Journal of
Mathematics Education, 2(2), 12-19.
[17] Mahigir, F., Venkatesh, K., & Karemi, A. (2012). Parents' Socio-
Economic Background, Mathematics Anxiety and Academic
Achievement. Int. J. Educ. Adm. Policy Stud., 4 (8), 177-180.
[18] Marzita, P. (2002). Factors Associated with Mathematics Anxiety.
Penerbit UPSI.
[19] Marzita, P. (2012). Mathematics Anxiety. The Need to overcome it!
[20] Masitsa, M. (2011). Exploring Safety in Township Secondary Schools
in the Free State Province. South African Journal of Education, 31(2),
163-174.
[21] McAllen, R. R. (2010). Examining Mathematics Anxiety in Elementary
Classroom Teachers. Doctoral dissertation, University of Connecticut.
[22] McKean, M., & Misra, R. (2000). College Students’ Academic Stress
and its Relation to Their Anxiety, Time Management, and Leisure
Satisfaction. American Journal of Health Studies, 16(1), 41-51.
[23] Mehdizadeh, S., Nojabaee, S. S., & Asgari, M. H. (2013). The Effect of
Cooperative Learning on Math Anxiety, Help Seeking Behavior.
Journal of Basic and Applied Scientific Research, 3 (3), 1185-1190.
[24] Ozgur, B. (2014). Trait Anxiety Levels of University Students Studying
at Sports Departments. Educational Research and Reviews, 9(20), 1021-
1024.
[25] Plaisance, D. V. (2009). A Teachers' Quick Guide to Understanding
Mathematics Anxiety. Lousiana Association of Teachers of Mathematics
Journal, 6(1).
[26] Pourmoslemi, A., Erfani, N., & Firoozfar, I. (2013). Mathematics
Anxiety, Mathematics Performance and Gender Difference among
Undergraduate Students. International Journal of Scientific and
Research Publications, 3(7).
[27] Preis, C., & Biggs, B. T. (2001). Can Instructors Help Learners
Overcome Math Anxiety? ATEA Journal, 28(4), 6-10.
[28] Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety
Rating Scale: Psychometric Data. Journal of Counseling Psychology, 19
(6), 39-47.
[29] Scarpello, G. (2007). Helping Students Get past Math Anxiety.
Techniques: Connecting Education and Careers (J1), 82 (6), 34-35.
[30] Schwartz, A. E. (2000). Axing Math Anxiety. Education Digest, 65 (5),
62-65.
[31] Usop, H. H., Hong, K. S., Sabri, N. A., & Tan, K. W. (2012). Factors
Causing Mathematics Anxiety among Undergraduate Students. In
Proceedings of CoSMEd 2009: Third International Conference on
Science and Mathematics Education.
[32] Vinson, B. M. (2001). A Comparison of Preservice Teachers'
Mathematics Anxiety Before and After a Methods Class Emphasizing
Manipulaives. Early Childhood Education Journal, 29 (2), 89-94.
[33] Vogel, H., & Collins, A. (2006). The Relationship between Test Anxiety
and Academic Performance. Journal of Abnormal and Social
Psychology, 67, 523-532.
[34] Wei, Q. (2010). The Effects of Pedagogical Agents on Mathematics
Anxiety and Mathematics Learning. Doctoral dissertation, Utah State
University.
[35] Wells, C., & Wollack, J. A. (2003). An Instructor's Guide to
Understanding Test Reliability. Testing & Evaluation Services.
University of Wisconsin.
[36] Wilder, S. (2013). Dimensions of Math Anxiety as Measured by the
MARS-Brief: Factor Analysis. Doctoral dissertation, The University of
Akron.
[37] Yenilmez, K., Girginer, N., & Uzun, O. (2007). Mathematics Anxiety
and Attitude Level of Students of the Faculty of Economics and
Business Administration; the Turkey Model. International Mathematics
Forum, 2 (41), 1997-2021.
[38] Yuksel-Sahin, F. (2008). Mathematics Anxiety among 4th and 5th Grade
Turkish Elementary School Students. International Electronic Journal
of Mathematics Education, 3(3), 179-192.
[39] Zakaria, E., Zain, N. M., Ahmad, N. A., & Erlina, A. (2012).
Mathematics Anxiety and Achievement among Secondary School
Students. American Journal of Applied Sciences, 9(11), 1828-1832. [40] Zettle, R., & Raines, S. (2000). The Relationship of Trait and Test
Anxiety with Mathematics Anxiety. College Student Journal, 34(2),
246-259.
@article{"International Journal of Business, Human and Social Sciences:70642", author = "Wern Lin Yeo and Choo Kim Tan and Sook Ling Lew", title = "Mathematics Anxiety among Male and Female Students", abstract = "The purpose of this study is to determine the
relationship of anxiety level between male and female undergraduates
at a private university in Malaysia. Convenient sampling method used
in this study in which the students were selected based on the
grouping assigned by the faculty. There were 214 undergraduates
who registered the probability courses had participated in this study.
Mathematics Anxiety Rating Scale (MARS) was the instrument used
in study which used to determine students’ anxiety level towards
probability. Reliability and validity of instrument was done before the
major study was conducted. In the major study, students were given
briefing about the study conducted. Participation of this study was
voluntary. Students were given consent form to determine whether
they agree to participate in the study. Duration of two weeks was
given for students to complete the given online questionnaire. The
data collected will be analyzed using Statistical Package for the
Social Sciences (SPSS) to determine the level of anxiety. There were
three anxiety level, i.e., low, average and high. Students’ anxiety
level was determined based on their scores obtained compared with
the mean and standard deviation. If the scores obtained were below
mean and standard deviation, the anxiety level was low. If the scores
were at below and above the mean and between one standard
deviation, the anxiety level was average. If the scores were above the
mean and greater than one standard deviation, the anxiety level was
high. Results showed that both of genders were having average
anxiety level. Among low, average and high anxiety level, frequency
of males were found to be higher as compared to females. Hence, the
mean values obtained for males (M = 3.62) was higher than females
(M = 3.42). In order to be significant of anxiety level among the
gender, the p-value should be less than .05. The p-value obtained in
this study was .117. However, this value was greater than .05. Thus,
there was no significant difference of anxiety level among the gender.
In other words, there was no relationship of anxiety level with the
gender.", keywords = "Anxiety level, gender, mathematics anxiety,
probability and statistics.", volume = "9", number = "8", pages = "2808-6", }