•An exploratory quantitative examination of the effect of the number of math classes taken
on math anxiety in math classes at NNMC during SPRING 2017.
By
Adrian Infante Solis
Northern New Mexico College
Department of BAIS: PSYCHOLOGY
Abstract
Data Collection and Methods
Data Analysis and Findings, Cont
•The purpose of this research
serves a purpose for a number
of researchers including myself
to further our knowledge in the
causes/insights as to why
anxiety is summoned when
dealing with math. Many
people deal with math anxiety,
and further research needs to
be done to know the, ‘why?’
Statement of the Problem
With math anxiety being a
big issue among college
students, it is essential
that more research is
preformed.
Theory
•The more math classes
the students take, the less
math anxiety they posses.
The higher math anxiety,
due to no math
experience.
Hypotheses
•My hypothesis through
this research project is that
the students who have taken
more math classes, have
less math anxiety. If my
hypothesis is unsuccessful
and unprovable, my null
hypothesis will have to be
accepted, which is; there is
no relationship between
math anxiety and student’s
number of math courses
taken.
Question #14 was one that had
qualitative elements, it asked; Do
you plan to take another math
class next semester? Why or Why
not? Some of the themes were:
•“Yes, my major requires it.”
•“yes, because it is always good to
practice more math”
•“No, this is my last math
needed.”
The number 1 most important
word or phrase, using text
analysis, was REQUIRED, (N=60,
27.03%)
Conclusions
•The sample consisted of
students from class levels
ranging from GED to Graduate
courses. The data above shows
the number of students in each
type of class. Out of the 149
students, the response rate was
100%.
Having to use the tables in the back of a math book.
not at all (1)– somewhat (2)– moderately (3) quite a bit (4)–very much (5)– Total–
–
–
First Math
Class (A)
–
Not First
Math Class
(B)
Basic Statistics
•The chart below represents
the feeling that students
showed in the survey
regarding their abilities in
math or science. Out of an
average of 95 respondents,
14.74% don’t struggle at
all, 41.05% struggle a little
bit, 28.42% somewhat
struggle, 9.47% struggle
very much, and 6.32%
struggle a great deal.
61.54%
8
30.77%
4
7.69%
1
0.00%
0
0.00%
0
27.08%
13
1.46
40.00%
14
28.57%
10
20.00%
7
5.71%
2
5.71%
2
72.92%
35
2.09
Minimum–
Maximum–
1.00
3.00
1.00
1.46
0.63
1.00
5.00
2.00
2.09
1.16
Median–
Mean–
Standard Deviation–
?
First Math
Class (A)
Data Analysis and Findings
Weighted
Average–
–
Not First
Math Class
(B)
The independent variable is
shown above which is the
number of classes that each
student has taken, with only two
skipped out of the 149, we had
nearly perfect response rate.
Accordingly students showed
sigs that the more experience
they possess in math, the less
math anxiety they will have.
According to the results, there is
much correlation between
student’s math anxiety regarding
how many classes they have
previously taken. I am therefore
forced to reject the null
hypothesis which is that student
math classes taken and their
anxiety involving math do not
correlate. Further research must
be done with more extensive
detail and individualized
assignments. Accepting the null
is not acceptable due to enough
N-size provided.
Ethics
All responses will be kept confidential,
and no information will be released to
your instructor. We are asking for your
Eagle Id and Name for tracking
purposes only. The results of the study
will be aggregated when reported to
NSF, so no individual identifying
information will ever be collected or
released. Your participation is strictly
voluntary.
References
•Babbie, E. (2008). The basics of
social research (4th ed. ed.).
Belmont, CA: Thomson/Wadsworth.
Acknowledgements
A great appreciation for their
contribution goes to,
• Norman Delamator
• Kelvin Rodriguez
• NNMC Student Success
Center
• Stephanie Amedeo Marquez