Main Article Content
Mathematical anxiety has a negative relationship with mathematics performance and achievement. Further explained, mathematics anxiety has an indirect effect on mathematics performance. This research explores sources or factors related to mathematics anxiety among engineering students at a private university in Indonesia. A total of 47 engineering students participated in this survey that randomly chosen based on gender, major, and age. Two main factors are affecting the mathematics anxiety of engineering students, namely internal and external factors. The results show that mathematics anxiety among engineering students is manifested into three aspects. Firstly, the home aspects are talking about the influence of parents and sibling. Secondly, society's issues are discussing self-efficacy, social reinforcement to hate mathematics, and social stereotypes. Lastly, the classroom aspects are talking about the traditional mathematics learning process and classroom culture, namely the experience of learning mathematics in classrooms and relationships between friends during learning. The details of the statements under the aspects also highlight unique problems and are not covered by previous research in mathematical anxiety. Next, differences in mathematics anxiety by gender and faculty were examined.
Descriptive Quantitative Engineering Student Gender Higher Education Math Anxiety
- Bates, A. B., Latham, N., & Kim, J. A. (2011). Linking preservice teachers' mathematics Selfâ€Efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333.
- Blazer, C. (2011). Strategies for Reducing Math Anxiety. Miami: Public Schools.
- Charalambous, C. Y., & Philippou, G. N. (2010). Teachersâ€™ concerns and efficacy beliefs about implementing a mathematics curriculum reform: integrating two lines of inquiry. Educational studies in Mathematics, 75(1), 1-21.
- Cranfield, C. (2013). How are the Mathematical Identities of Low Achieving South African Eleventh Graders Related to Their Ability to Solve Mathematical Tasks. Michigan: Michigan State University.
- Drost, E.A. (2011). Validity and reliability in social science research. Education Research and Perspectives, 38(1), 105-124.
- Erden, M., & AkgÃ¼l, S. (2010). Predictive power of math anxiety and perceived social support from teacher for primary students'mathematics achievement. Journal of Theory & Practice In Education (JTPE), 6(1).
- Furner, J. M., & Berman, B. T. (2003). Review of research: math anxiety: overcoming a major obstacle to the improvement of student math performance. Childhood education, 79(3), 170-174.
- Goetz, T., Bieg, M., LÃ¼dtke, O., Pekrun, R., & Hall, N. C. (2013). Do girls really experience more anxiety in mathematics?. Psychological science, 24(10), 2079-2087.
- Gresham, G. (2010). A Study Exploring Exceptional Education Pre-Service Teachers' Mathematics Anxiety. Issues in the Undergraduate Mathematics Preparation of School Teachers, 4, 1-14.
- Hannula, M. S. (2012). Exploring new dimensions of mathematics-related affect: embodied and social theories. Research in Mathematics Education, 14(2), 137-161.
- Hersh, R., & John-Steiner, V. (2010). Loving and Hating Mathematics: Challenging the Myths of Mathematical Life. Princeton: Princeton University Press.
- Hoover, M., Mosvold, R., Ball, D. L., & Lai, Y. (2016). Making progress on mathematical knowledge for teaching. The Mathematics Enthusiast, 13(1), 3-34.
- Kargar, M., Tarmizi, R. A., & Bayat, S. (2010). Relationship between mathematical thinking, mathematics anxiety and mathematics attitudes among university students. Procedia-Social and Behavioral Sciences, 8, 537-542.
- Karimi, A., & Venkatesan, S. (2009). Mathematics anxiety, mathematics performance and academic hardiness in high school students. International Journal of Educational Sciences, 1(1), 33-37.
- Latterell, C. M. (2005). Social stigma and mathematical ignorance. Academic Exchange Quarterly, 9(3), 167-172.
- Makur, A.P., Prahmana, R.C.I., & Gunur, B. (2019). How mathematics attitude of mothers in rural area affects their childrenâ€™s achievement. Journal of Physics: Conference Series, 1188(1), 012009.
- Mensah, J. K., Okyere, M., & Kuranchie, A. (2013). Student attitude towards mathematics and performance: Does the teacher attitude matter. Journal of Education and Practice, 4(3), 132-139.
- Nichole, M., Else-Quest, Hyde, J.S., & Linn, M.C. (2010). Cross-national patterns of gender differences in mathematics: A meta-analysis. Physiological Bulletin, 136(1), 103-127.
- Rattan, A., Good, C., & Dweck, C. S. (2012). â€œIt's okâ€”Not everyone can be good at mathâ€: Instructors with an entity theory comfort (and demotivate) students. Journal of Experimental Social Psychology, 48(3), 731-737.
- Raykov, T., & Marcoulides, G.A. (2011). Introduction to Psychometric Theory. London: Routledge.
- Shields, D. J. (2005). Teachers have the power to alleviate math anxiety. Academic Exchange Quarterly, 9(3), 326-330.
- Stoet, G., & Geary, D.C. (2018). The gender-equality paradox in science, technology, engineering, and mathematics education. Psychological Science, 29(4), 581-593.
- Stolpa, J. M., Sloan, T., Daane, C. J., & Giesen, J. (2004). Math and Writing Anxieties. Journal for Research in Mathematics Education, 26, 327-345.
- Sundayana, R., Herman, T., Dahlan, J. A., & Prahmana, R. C. (2017). Using ASSURE learning design to develop studentsâ€™ mathematical communication ability. World Transactions on Engineering and Technology Education, 15(3), 245-249.
- Tanujaya, B., Prahmana, R. C., & Mumu, J. (2017). Mathematics instruction, problems, challenges, and opportunities: A case study in Manokwari regency, Indonesia. World Transactions on Engineering and Technology Education, 15(3), 287-291.
- Taylor, B. A., & Fraser, B. J. (2013). Relationships between learning environment and mathematics anxiety. Learning Environments Research, 16(2), 297-313.
- Vitasari, P., Herawan, T., Wahab, M. N. A., Othman, A., & Sinnadurai, S. K. (2010). Exploring mathematics anxiety among engineering students. Procedia-Social and Behavioral Sciences, 8, 482-489.
- Whyte, J., & Anthony, G. (2012). Maths anxiety: The fear factor in the mathematics classroom. New Zealand Journal of Teachersâ€™ Work, 9(1), 6-15.
- Widodo, S. A., Istiqomah, I., Leonard, L., Nayazik, A., & Prahmana, R. C. I. (2019). Formal student thinking in mathematical problem-solving. Journal of Physics: Conference Series, 1188(1), 012087.
- Zakariya, Y. F. (2018). Development of Mathematics Anxiety Scale: Factor Analysis as a Determinant of Subcategories. Journal of Pedagogical Research, 2(2), 135-144.