Math Anxiety and Avoidance of Mathematics at The College Level: Undergraduate and Their Sense of Not Belonging in Math Classrooms

<p>Negative experiences and perceptions of the subject often influence the avoidance of mathematics at the college level. This study explored this issue by investigating the relationship between math anxiety, belongingness in math classes, and help-seeking behaviors among STEM and non-STEM majors. The study involved 41 participants, including 24 STEM majors and 17 non-STEM majors, all undergraduate college students aged 18 to 54. The results revealed that most students (39 out of 41) felt a sense of belonging in their math classes. Correlation analyses showed a significant positive relation between math anxiety and self-reported math competency, “r(41)= .44, p < .01,” and that higher levels of math anxiety were linked to a greater likelihood of avoiding math classes, “r(41)= .35, p = .02”. Students with lower math anxiety were marginally more inclined to seek help from family or friends, “ X2 (12, N = 42) = 20.1, p = .065”. However, there were no significant differences in help-seeking behaviors between STEM and non-STEM majors. Overall, these findings are consistent with previous studies. Nevertheless, more research and interventions are needed to develop supportive math learning environments at the college level, especially for students with higher anxiety.</p>

Name thesis:degree_name

Master of Arts

Level thesis:degree_level

Master

Discipline thesis:degree_discipline

Liberal Studies

Grantor

The Graduate School and University Center of The City University of New York

Year dc:date.available

2024

Author dc:creator

• Lashley, Kay C

Advisor dc:contributor.advisor

• Bruce Homer

• Liberal Studies
• Science and Mathematics Education
• Math Anxiety
• Avoidance
• Belonging
• STEM
• Competence
• Perception

Repository record dc:identifier

https://academicworks.cuny.edu/gc_etds/5824

OAI identifier oai:identifier

oai:academicworks.cuny.edu:gc_etds-6934