Document Type
Presentation
Publication Date
2014
Abstract
Math anxiety is a reoccurring problem for many students, and the effects of this anxiety on college students is increasing. The purpose of this study was to examine the association between pre-enrollment math anxiety, standardized test scores, math placement scores, and academic success during freshman math coursework (i.e., pre-algebra, college algebra, and math modeling). The researchers conducted an exploratory observational study using pre-existing data from the Freshman Orientation Survey, which contained the 9-item Abbreviated Math Anxiety Scale, and institutional research data. The sample included 180 freshmen students at a university in the southeastern United States. A series of descriptive and frequency analyses and correlational analyses were conducted. The results suggest that standardized test scores and math anxiety had a moderate, negative relationship. In addition, there were predominately negative relationships between math anxiety and final course grades, particularly for pre-algebra. This research could assist instructors and advisors to understand the effects of math anxiety on future academic success and to assist students in their college math coursework.
Recommended Citation
Brown, Jennifer, "The Effects of Math Anxiety on Mathematical Academic Success During the Freshman Year" (2014). Faculty Bibliography. 384.
https://csuepress.columbusstate.edu/bibliography_faculty/384
