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College of Saint Mary and Math Anxiety
Jessica Hernandezon 18 July 2014
Transcript of College of Saint Mary and Math Anxiety
Adviser: Dr. Chang
Factor analysis allowed me to condense the large number of variables into groupings of variables or
Mathematical Anxiety Rating Scale (MARS)
Studying for a math test
Taking math section of the college entrance exam
Taking an exam (quiz) in a math course
Taking an exam (final) in a math course
Being given homework assignments of many difficult problems that are due the next class meeting
Thinking about an upcoming math test 1 week before
Thinking about an upcoming math test 1 day before
Thinking about an upcoming math test 1 hour before
Being given a "pop" quiz in a math class
What is it? Why is it used? How did I use it?
Designed by Richardson and Suinn in 1972
24 mathematical situations
5-point Likert Scale
"On Your Own"
Picking up a math textbook to begin working on a homework assignment
Picking up math textbook to begin a difficult
Getting ready to study for a math test
Buying a math textbook
Watching a teacher work on an algebraic
equation on the blackboard
Signing up for a math course
Listening to another student explain a math formula
Walking into a math class
Opening a math or stat book and seeing a page full of problems
Being given a set of numerical problems involving addition to solve on paper
Being given a set of subtraction problems to solve
Being given a set of multiplication problems to solve
Being given a set of division problems to solve
By Jessica Hernandez-Islas
Two questions that did not fit into a specific factor
Realizing you have to take a certain number of math classes to fulfill requirements
Reading a cash register receipt
after your purchase
One-Way Analysis of Variance (ANOVA)
Are there significant differences in anxiety scores for math groups 1, 2, 3 and 4?
Group 1, includes Intermediate Algebra
Group 2, includes College Algebra
Group 3, includes Statistics
Group 4, includes Calculus I, Calculus II, Calculus III, Differential Equations and Biostatistics
What is needed to successfully complete the one-way ANOVA...
H0; µgroup1 = µgroup2 = µgroup3 = µgroup4
H1; not all µ’s are equal
alpha = 0.05
Our p value is 0.130 since p > 0.05 it can be stated that the two conditions do not differ significantly on anxiety level, and we can therefore fail to reject the null hypothesis.
Our p value is 0.039 since p < 0.05 it can be stated that the two conditions differed significantly on anxiety level, and we can therefore reject the null hypothesis.
Our p value is 0.619 since p > 0.05 it can be stated that the two conditions do not differ significantly on anxiety level, and we can therefore fail to reject the null hypothesis.
"The Effects of Math Anxiety on Post-Secondary Developmental Students as Related to Achievement, Gender, and Age"
"[She had a] total of 125 developmental math students (33 males; 92 females) from Southwest Virginia Community College participated in the study. The study was conducted during the Spring semester of 2002 with 45 Basic Math Students, 51 Algebra I students, and 29 Algebra II students (Woodard 1)."
Cooksey, Ray. "What is Component or Factor Analysis?" Web. http://
Laerd Statistics: "One-Way ANOVA." Web. http://statistics.laerd.com/statistical-
Mertler, Craig A., and Rachel A. Vannatta. "Advanced and Multivariate Statistical Methods." 4th ed.
California: Pyrczak Publishing. 2001. Print.
The Michigan Chemical Process Dynamics and Controls Open Textbook: "Factor Analysis and
ANOVA." Web. http://controls.engin.umich.edu/wiki/index.php/Factor_analysis_and_ANOVA
Woodard, Teresa. "The Effects of Math Anxiety on Post-Secondary Developmental Students as
Related to Achievement, Gender, and Age." Web. http://www.vccaedu.org/inquiry/inquiry-spring2004/i-91-woodard.html
Woods, Dave. "Coping With Math Anxiety: A Workshop for Students." Web. http://
What I am looking for is to compare the anxiety of the students in the different level math courses. I want to know if and how does the anxiety vary between the different math levels.
My suggestions for future work for more extensive research...
pre and post- survey
compare math anxiety with online students or face-to-face students
day and night section students