Mathematics resiliency and anxiety of senior high school students

Roar Abalos Callaman; Hazel Jay Velila Nadanza

doi:10.17977/um076v9i22025p63-76

Mathematics resiliency and anxiety of senior high school students

Roar Abalos Callaman, Hazel Jay Velila Nadanza

Abstract

This study investigated the level of mathematics anxiety and mathematics resiliency in problem solving among ABM senior high school students. A mixed methods research design was utilized, with 88 students surveyed and 8 students interviewed. The findings showed that the level of mathematics anxiety and resiliency of the students was high. The students reported three challenges in solving problems in mathematics: dealing with complex problem-solution pressure, memorizing mathematical formulas, and having low confidence in performing tasks. They also reported three coping mechanisms: seeking help from peers or teachers, taking remedial measures, and self-conditioning. The study proposes an intervention plan that includes providing students with more opportunities to practice solving problems, providing them with support from peers and teachers, and helping them to develop confidence in their mathematical abilities.

Keywords

Math resiliency, math anxiety, coping mechanisms

Full Text:

PDF

References

Alves, L., & Haddad, M. A. (2018). The impact of YouTube videos on students' learning outcomes: A systematic review of the literature. Computers & Education, 127, 110-125.

Ashcraft, M. H., & Moore, A. M. (2021). Mathematics anxiety: Recent research and future directions. Current Directions in Psychological Science, 30(3), 217-223.

Ashcraft, M. H., & Ridley, K. S. (2022). Math anxiety: A review of the past 25 years. Current Directions in Psychological Science, 31(1), 3-9.

Beilock, K. A., Gunderson, M. R., & Wiley, G. A. (2019). Fear of Failure in Mathematics: A Review of Literature.

Boaler, J., & Sengupta, S. (2017). Mathematical resilience: A positive adaptive stance to mathematics. Mathematics Education Research Journal, 29(2), 273-295.

Boonen, H., Van Dooren, W., & Verschaffel, L. (2019). What makes mathematical word problem solving challenging? Exploring the roles of word problem characteristics, text comprehension, and arithmetic skills. Learning and Instruction, 60, 1118-1132.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101.

Callaman, R. A. (2023). Mathematics Resiliency in the New Normal: A Theory Development. Brillo Journal, 2(2), 122-135.

Callan, C. L., Gunderson, M. R., & Bjork, D. A. (2022). Coping with the Challenges of Memorizing Math Formulas.

Carter, S. S., Greenberg, S. A., & Walker, J. M. (2017). Laptop use in the classroom: The role of self-regulation and note-taking strategy in academic performance. Computers & Education, 106, 138-148.

Creswell, J. W., & Plano Clark, V. L. (2011). Designing and conducting mixed methods research (2nd ed.). Thousand Oaks, CA: Sage Publications, Inc.

Degrande, A., Van Dooren, W., & Verschaffel, L. (2016). The role of proportional reasoning in solving word problems: A comparison of students with and without specific learning difficulties in mathematics. Learning and Individual Differences, 48, 22-32.

Escarez, Y. D., & Ching, D. A. (2022). Math anxiety and mathematical representations of grade 7 students. International Journal of Educational Management and Development Studies, 2(4), 166-181.

Eysenck, M. W., & Calvo, M. G. (1992). Anxiety and performance: The processing efficiency theory. Cognition & Emotion, 6(6), 409-434.

Green, R. (2016). The role of support in overcoming challenges to STEM success. Journal of STEM Education, 17(1), 1-12.

Gunderson, D., Ramirez, G., & Beilock, S. L. (2018). Math anxiety and the mathematics achievement gap. Psychological Science, 29(5), 755-764.

Ho, S. Y. (2017). Mathematical resilience in problem solving: A case study of two high school students. Mathematics Education Research Journal, 29(3), 333-354.

Hung, D., & Cai, J. (2020). The role of mathematics anxiety in mathematics learning: A review of the literature. Educational Psychology Review, 32(3), 461-493.

Kim, K., Kwon, G., & Lee, S. (2020). The role of visualization in mathematics problem solving: A meta-analysis. Educational Psychology Review, 32(2), 359-384.

Kooken, M., Voogt, J., & van der Veen, J. (2016). Values, struggle, and growth as indicators of mathematics resilience. Learning and Individual Differences, 52, 135-144. https://doi.org/10.1016/j.lindif.2016.07.004

Kooken, J., Welsh, M. E., McCoach, D.B., Johnston-Wilder, S. & Lee, C. (2016). Development and Validation of the mathematical resilience scale. Measurement and Evaluation in Counseling and Development, 49(3), 217-242, 76(5), 943-965.

Kooken, K., Welsh, M., McCoach, D. B., Johnston-Wilder, S., & Lee, C. (2020). The mathematical resilience scale: A validation study with middle school students. Journal for the Education of the Gifted, 43(2), 205-230.

Krinzinger, H., Kaufmann, L., & Fischer, M. H. (2019). The nature of mathematics anxiety: A cognitive-affective perspective. Frontiers in Psychology, 10, 1398.

Lew, T. M., & Hwang, F. M. (2019). An investigation of mathematics anxiety and academic coping strategies among high school students in Vietnam. Frontiers in Education, 4, 742130.

Manaloto, A., et al. (2017). Determining math anxiety levels in grade 11 students of st. Paul College, Pasig school year 2015 to 2016. International Journal of Education, Psychology and Counseling, 6(1), 1-10.

Mueller, P. A., & Oppenheimer, D. M. (2014). The pen is mightier than the keyboard: Advantages of longhand over laptop note taking. Psychological Science, 25(6), 1159-1168.

Mutlu, G. (2019). Mathematics anxiety: Causes, effects, and intervention strategies. Cambridge Scholars Publishing.

Park, S., Lim, H., & Kim, J. (2017). The effects of YouTube video-based learning on learning performance in higher education: A meta-analysis. Computers & Education, 105, 162-174.

Stylitis, A., Woosnam, K., & Kim, S. (2021). The role of more knowledgeable others in scaffolding the learning of complex tasks. Educational Psychology Review, 33(4), 473-496.

Tan, A. P., & Garcia, R. C. (2018). The relationship of mathematical resilience and academic achievement in mathematics among grade 11 students. International Journal of Research Studies in Education, 7(4), 1-10.

Vidad, A. (2022). Students' problem-solving difficulties and coping strategies in mathematics: A model-building study. International Journal of Learning, Teaching and Educational Research, 21(2), 1-17.

Wu, Y., Zhang, C., Liu, H., Guo, J., Li, X., Wang, Q., Wang, Y., Zhang, T., & Fan, J. (2020). Mental health status and coping strategies of frontline medical staff during COVID-19 epidemic in Wuhan. Journal of Affective Disorders, 275, 788-795.

Zhang, J., Wang, Y., & Zhang, L. (2019). Challenges of memorizing math formulas among college students. Journal of Educational Psychology, 111(1), 133-146.

Zhang, Y., Xu, H., & Li, X. (2022). The relationship between peer pressure and risky behaviors in adolescents with low self-esteem. Child Development, 103(3), 673-685.

DOI: http://dx.doi.org/10.17977/um076v9i22025p63-76