**College of Saint Mary and Math Anxiety**

Adviser: Dr. Chang

Adviser: Dr. Chang

Factor Analysis

Factor analysis allowed me to condense the large number of variables into groupings of variables or

FACTORS

.

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"

"Getting Started"

Picking up a math textbook to begin working on a homework assignment

Picking up math textbook to begin a difficult

reading assignment

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

"Basic 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...

Factor Score

P value

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.

In conclusion...

Thank You

Theresa Woodard

"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)."

Works Cited

Cooksey, Ray. "What is Component or Factor Analysis?" Web. http://

www.youtube.com/watch?v=k52pfl-p5cc

Laerd Statistics: "One-Way ANOVA." Web. http://statistics.laerd.com/statistical-

guides/one-way-anova-statistical-guide.php

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://

www.austincc.edu/math/documents/Coping_With_Math_Anxiety.pdf

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