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Mathematics learning support center visits and college students' mathematics anxiety and self-efficacy

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Abstract:
College students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the frequency of visits to a mathematics learning support center and mathematics anxiety levels and self-efficacy among nontraditional developmental mathematics students at a 2-year college in Florida. The study applied Bandura's (1986) social cognitive theory that explains interactions that exist between behavior (mathematics anxiety), personal factors (self-efficacy), and environmental events (learning support centers) as the theoretical framework. I utilized convenience sampling to collect survey data from 16 participants. The data analysis revealed a statistically significant difference between preintervention and postintervention mathematics anxiety levels (p = 0.028) and self-efficacy levels (p = 0.0075). However, a statistically significant correlation did not exist between the frequency of visits to a mathematics learning support center and participant levels of mathematics anxiety (p = 0.241) and self-efficacy (p = 0.850). The study results have implications for current policies by examining the correlation between attendance at learning support centers and developmental mathematics students' mathematics anxiety and self-efficacy levels. Because the sample size was significantly reduced due to COVID-19 restrictions, I suggest future research with a larger sample size should be conducted.
Title: Mathematics learning support center visits and college students' mathematics anxiety and self-efficacy.
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Name(s): Johnson, Hannah Ada, author.
Type of Resource: text
Genre: Bibliography
Text-txt
Academic Theses.
Dissertations, Academic
Academic Theses.
Electronic Thesis Or Dissertation.
Issuance: monographic
Date Created: 2021
Other Date: 2021.
Publisher: University of West Florida,
Place of Publication: [Pensacola, Florida] :
Physical Form: electronic resource
Extent: 1 online resource (ix, 169 leaves)
Language(s): eng
Abstract: College students' inability to complete necessary mathematics coursework due to elevated mathematics anxiety levels can hinder degree completion and affect graduation rates. Institutes of higher education should offer students enrolled in a developmental mathematics course opportunities outside of the classroom that potentially lower mathematics anxiety levels and increase self-efficacy levels. The purpose of this quantitative correlational study was to examine the correlation between the frequency of visits to a mathematics learning support center and mathematics anxiety levels and self-efficacy among nontraditional developmental mathematics students at a 2-year college in Florida. The study applied Bandura's (1986) social cognitive theory that explains interactions that exist between behavior (mathematics anxiety), personal factors (self-efficacy), and environmental events (learning support centers) as the theoretical framework. I utilized convenience sampling to collect survey data from 16 participants. The data analysis revealed a statistically significant difference between preintervention and postintervention mathematics anxiety levels (p = 0.028) and self-efficacy levels (p = 0.0075). However, a statistically significant correlation did not exist between the frequency of visits to a mathematics learning support center and participant levels of mathematics anxiety (p = 0.241) and self-efficacy (p = 0.850). The study results have implications for current policies by examining the correlation between attendance at learning support centers and developmental mathematics students' mathematics anxiety and self-efficacy levels. Because the sample size was significantly reduced due to COVID-19 restrictions, I suggest future research with a larger sample size should be conducted.
Identifier: 1294314080 (oclc), WFE0000770 (IID)
Note(s): by Hannah Ada Johnson.
College of Education and Professional Studies ; Department of Educational Research and Administration
Dissertation (Ed.D.) University of West Florida 2021
Includes bibliographical references.
Also available in print.
Subject(s): University of West Florida
University of West Florida.
Math anxiety -- Research
Library Classification: LD1807.F62j 2021 J646
Persistent Link to This Record: http://purl.flvc.org/uwf/fd/WFE0000770
Use and Reproduction: http://rightsstatements.org/vocab/InC-EDU/1.0/
Host Institution: UWF
Other Format: Mathematics learning support center visits and college students' mathematics anxiety and self-efficacy. (Print version:)
(OCoLC)1294314004

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