Perception toward task, test and courses of math in high school students: there are differences by gender?
The aim of the study is to evaluate how exams, tasks and mathematics courses are factors that generate anxiety in the student. The research is carried out in 2017, were surveyed 200 students of first, third and fifth semester enrolled in the Telebachillerato of the municipalities of Zacatal and Jama...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
| Published: |
Asociación Nacional de Psicología Evolutiva y Educativa de la Infancia Adolescencia Mayores y Discapacidad
2018-12-01
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| Series: | INFAD |
| Subjects: | |
| Online Access: | http://www.infad.eu/RevistaINFAD/OJS/index.php/IJODAEP/article/view/1337 |
| Summary: | The aim of the study is to evaluate how exams, tasks and mathematics courses are factors that generate anxiety in the student. The research is carried out in 2017, were surveyed 200 students of first, third and fifth semester enrolled in the Telebachillerato of the municipalities of Zacatal and Jamapa, Ver. This work is based on the seminal studies of Richardson and Swinn (1972). The 25-item Revised Mathematics Anxiety Rating Scale (RMARS) scale is used (Alexander and Martray, 1989), which shows reliability Cronbach’s Alpha score of 0.934 in the set of items and 0.693 grouped in three dimensions. The results indicate that the level of anxiety towards mathematics will increase as long as the variables of mathematical exams, numerical tasks and mathematical courses are present in the evaluated context; likewise no significant differences with respect to Gender are identified. |
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| ISSN: | 0214-9877 2603-5987 |