Sample-Chapter 1
Sample-Chapter 1
Sample-Chapter 1
INTRODUCTION
Rationale
can be an advantage or disadvantage for those who are experiencing it having its
class suffer different kinds of forms of this anxiety. A student must learn to
manage the anxiety at the same time improving their mathematical skills in order
been really developed by most of the students as South Africa lags behind in
who has not developed a solid and basic math foundation will have trouble
learning higher mathematical order. Research shows that most of the students
anxiety that an individual may have towards mathematics is one of the accredited
have low self-esteem in their mathematical skills which lead to take the minimum
number of required mathematics courses which has greatly limited their career
choice option. It is a common fact that most of the college students tend to
choose courses on the basis that the particular course has less mathematics
subjects and that the students tend to consider that mathematics is a very hard
the second-year students of Davao City National High School (DCNHS) during
the school year 2007-2008. Findings show poor to below average mathematical
the students and the level of attitudes of teachers in teaching math; and that of
minimum number of mathematics subject. However, the studies have not been
able to determine how come STEM senior high school students have
Research Questions
The research questions of the study were presented here under to serve
2. What are the coping mechanisms of STEM senior high school students
Theoretical Lens
stated that mathematical concepts, structures and ideas have been invented as
tools to organize the phenomena of the physical, social and mental world. This
mindset for solving individual and social problems, while conceiving of the
of learning (Boaler, 2013). In the same manner, Numerical literacy has the
founded judgements about the role that mathematics plays, as needed for an
individual’s current and futurelife, occupational, social life with peers and
1999).
cardiovascular reactivity when solving mathematical tasks than students with low
anxiety that one cannot perform efficiently in situations that involve the use of
problem.
paralysis, and disorganization that arises among some people when they are
Math anxiety increases due to wrong teaching methods with less practical work.
schools ' physical environment also affects student concentration and lacks
learning styles, self-doubt and dyslexia. Incorrect learning styles generate anxiety
performance for high achievers and revised a Math Anxiety Rating Scale to
There has been a lot of misconception by learners about the hard nature
of mathematics that has frightened many learners during their academic life.
Students ' adverse view of these misconceptions has led many students to low
time of day in which the subject is taught, the amount of formula in mathematics,
lack of students’ involvement during lessons as well as the perceptions that only
bright student can perform in Mathematics (Afangideh et. al, 2012; Ampadu,
2012; De Fraine et. al, 2013). The bad perception of students and people who
dislike Mathematics has created quite unfortunate and bad public image of
Ernest, 1995; Sam, 2002; Wang et. al, 2015). This problem of misconception and
bad perception need to be dealt with in order to secure students interest in the
settings that induce powerful pressure emotions, they tend to perform badly and
(Maloney & Beilock, 2012, p. 404).To justify how stress can have adverse
complete the assignments correctly as well as the implications that may result
assignments.
“Rosenthal Effect” usually refers to the fact that people, often children, students
or employees, live up to their expectations and tend to do better when they are
treated as if they can succeed. The first experiment by Rosenthal and Jacobson
(1968) and the experiment by Schrank (1968) only studied the positive
expectations. Thus, Brophy further looked into the Pygmalion effect's negative
students; criticizing them more often for failure; praising them less often following
their responses; seating them in the back of the room; generally paying less
attention to them or inter acting with them less frequently; expressing less
Zoltan Dornyei,2001)
On the other hand, Bilbase and Shashidar (2010) proposed three domains
Shashidar (2010) clarified that the social/ motivational domain includes those
forces that act upon a person through the agencies of family, friends, and society
these cognitive influences include but are not limited to the knowledge and skills
success or failure in them. The writers clarified that the faculties that are
and exciting states. Hence, the researchers said that the continuum associated
with this domain is feelings wherein at either end of the feeling’s continuum lie
The following sections will examine the role of the parent, the role of the
teacher, the instruction in the classroom, and the attitude of the student when it
comes to math anxiety reasons. It will explore the reasons for the problem and
path for many learners to improve educational and social results. In relation to,
Hornby and Lafaele (2011) states that critical aspects in the study of parental
involvement and attitudes in children's mathematics education were the way
parents view their role in the education of their children and the belief that
are choosing to make a difference in a young person’s life. Demanet and Van
Houtte (2012) stated that “teachers’ attitudes can have a profound impact on
have disruptive behavior in the classroom. The attitude of a teacher shapes the
for them, they show fewer academic progress and tend to act more negatively.
consists of the following elements: begins with parts of the whole – emphasizes
students work individually. With this strategy, educators use direct instruction,
with authority power. Students obtain data passively and do not question the
power of the teacher. Knowledge is drawn from the set curriculum and textbooks,
focusing on the classroom experience is not the only important aspect for
academic achievement. Another deciding factor is the way our brain de-
Siebers (2015) expressed that a fear of looking stupid in front of the class
can lead to a negative experience. Being in the wrong math class can create a
student. Not coming to school ready or willing to learn, adds to the list of how
students enter the math classroom with hatred towards a topic that society has
the classroom fight math anxiety. This positive attitude continues to be significant
The results in this research indicate that previous developments continue without
any change and the problem is genuine. Schools need to investigate studies
around this subject and open their minds to the concept that educators, parents,
and school settings are partly accountable for creating mathematics anxiety in
tomorrow's youth.
Glogger, et. al (2009) explained that the focus of their study is to show
how they plan to overcome difficulties in understanding the topic and join the
strategies in order to easily solve the problems and get the right answers. If a
person wants to learn mathematics, he / she has the condition of thinking and
learning all the way to him / her. However, there were too many tasks to be
accomplished, so the problem solver had to balance and prioritize the lessons,
requirements and then applying the strategies (Hacker et. al, 2009). In relation to,
Karaali (2015) illustrated how, through a specific case study in the context of a
throughout the semester to assess their own progress and review their
feel positive and negative emotions before, during, and after a test. Students who
practiced motivational strategies had higher levels of emotional functioning when
Braza and Supapo's research (2014) asserted the fault that could
abilities, varied student conduct and adequate learning abilities and teacher
test results of the students nationwide in Mathematics was only 48.90 where it
rate. Additionally, mathematics subject ranked two among the subjects in terms
of low MPS, NETRC (2012). In addition, in Magpet National High School, the
following MPS was obtained in the National Achievement Test (NAT), which is
administered annually nationwide: in SY: 2012- 2013- 61.56, SY: 2013- 2014-
55.26, SY: 2014- 2015- 45.65. Moreover, the MPS for Mathematics in 2015 is
only 50.55. As discovered in the statistics, the school's MPS has been declining
for the previous years. The outcome is below the passing proportion of 75
percent, which implies that learners have trouble handling the alarming topic and
a recurring situation. It is thought that most learners find it hard and tired to
manage the topic. Therefore, having a few alternatives in the classroom to cope
integrate cooperative learning into the class. Another factor that may hinder
learners from studying mathematics is their anxiety about the topic. Anxiety in
where the responsibility for the assignment or the content is shared by both
their performance and worked more separately than learners who did not use this
were seen in the reciprocal teaching courses as the learners were more
cognitively involved and linked in the work and assignments. Thus, the study's
achievements.
Karjanto and Yong (2013) studied the level of test anxiety in the topics of
evaluated using seven likert questionnaire statements taken from the Test
was started. The outcome shows that the learners who receive a reduced
expectation of score were more nervous than those who had a greater
The aim of the research was to compare the scale of self-regulation, the scale of
self-efficacy, and the attitude towards the scale of mathematics in relation to the
1000 high school learners in the first year. The research outcome shows that
efficacy.
study information. For each study, the effect sizes, meanings, and standard
deviations were calculated. The effect size calculations were used to determine
whether or not learners with learning disabilities had greater rates of anxiety than
students without learning disabilities. The greater the size of the impact, the
greater the connection between learning and anxiety disabilities. Negative effect
size implies that a connection between learning disabilities and levels of anxiety
has not been discovered. Researchers discovered a favorable effect size valve
for 95 percent of research with an average of 0.61 and a range of -0.21 to 1.83
Golaghat district of Assam. The study attempts to figure out the cause of
district universities. Finding revealed that only 15.25 percent of 1397 learners
take mathematics as their main topic, 42.01 percent take mathematics as their
key topic, and 42.73 percent do not take mathematics. 13.46 percent think that
24.23 percent think that mathematics phobia already exists among learners.
30.35 percent say that absence of adequate number of mathematics books in the
college library. 24 percent say that absence of practical school equipment is one
achievement. The objective of the study was to find out the relationship between
students to find out the relationship between the level of self-confidence and the
between the level of anxiety of IX standard boys and girls students to determine
the difference between the level of self-confidence of IX-standard boys and girls.
The researcher embraced the instruments and the private information sheet was
important distinction between boys and girls ' level of anxiety there is a
Lou et al., (2009) conducted a study with 311 middle school students at a
was -0.339. Results showed the stronger the mathematics output of a student
was, the less mathematics anxiety they encountered. The worse the output of a
student was the more anxiety they displayed about mathematics. This confirmed
participants in this research. The participants in this study were only children
from middle income families. Although the Lou et al. study contained pertinent
and valuable information for the understanding of math anxiety in middle school
students, the 20 study did not involve sixth graders and showed ninth graders
having the highest level of math anxiety. The research did not cover the factors
community college. The findings of this study are anticipated to assist Raritan