A Machine Learning Approach to Evaluate Variables of Math Anxiety in STEM Students

The relationships between math anxiety and other variables such as students' motivation and confidence have been extensively studied. The main purpose of the present study was to employ a machine learning approach to provide a deeper understanding of variables associated with math anxiety. Specifically, we applied classification and regression tree models to weekly survey data of science, technology, engineering, and mathematics (STEM) students enrolled in calculus. The tree models accurately identified that the level of confidence is the primary predictor of math anxiety. Students with low levels of confidence expressed high levels of math anxiety. The academic level of students and the number of weekly hours studied were the next two predictors of math anxiety. The junior and senior students had lower math anxiety. Also, those with a higher number of hours studied were generally less anxious. Weekly tree diagrams provided a detailed analysis of the interrelations between math anxiety and variables including academic level, number of hours studied, gender, motivation, and confidence. We noticed that the nature of such interrelations can change during the semester. For instance, in the first week of the semester, confidence was the primary factor, followed by academic level and then motivation. However, in the third week, the order of the interrelation changed to confidence, academic level, and course level, respectively. In summary, decision tree models can be used to predict math anxiety and to provide a more detailed analysis of data associated with math anxiety.

Analysis of Anxiety, Motivation, and Confidence of STEM Students during the COVID-19 Pandemic

The current COVID-19 pandemic has largely impacted the academic performance of several college students. The present study is concerned with the effects of the COVID-19 pandemic on students pursuing a STEM (science, technology, engineering, and mathematics) degree. We collected weekly survey data (w=9) of students (n=53) taking calculus courses during the COVID-19 pandemic. Using the self-reported survey data, we investigated the temporal variations in the levels of anxiety, motivation, and confidence of STEM students. Studies on temporal changes to math anxiety are scarce. The present work aims to fill this gap by analyzing longitudinal survey data associated with math anxiety. Furthermore, using descriptive and inferential statistical methods such as one-way ANOVA, we analyzed the data with respect to gender and academic level. Our results indicated that male and freshman/sophomore (F/Sp) STEM students had higher levels of increased anxiety due to COVID-19. Female and F/Sp STEM students had higher levels of motivation, whereas junior/senior (J/S) and male students exhibited higher levels of confidence. Time series analysis of the data indicated that the levels of motivation and confidence significantly dropped toward the end of the semester, whereas the level of anxiety increased in all groups. Also, the use of math resources (such as tutoring and supplemental instruction) has significantly reduced during the COVID-19 pandemic.

Checkpoints for Online Mathematics Students with Learning Challenges

Many mathematics students require support for learning challenges, such as those invoked by mathematics anxiety. Support for these learning challenges is imparted through personal interactions between the student and the instructor, support staff or their peers. The online delivery of mathematics classes and support meetings reduced the quality of the interactions compared to face-to-face interactions. This article presents an alternative approach used to support students with learning challenges in a virtual learning environment. The approach reported was used in a four week online preparatory mathematics subject. Most of the students were mature age, some years out of formal mathematics education, and low in confidence. In preparing the modules the nature of the subject and the cohort was considered and additional content called Checkpoints was added. The Checkpoint pages were designed to alleviate the learning challenges the students faced by including signposting, supporting positive dispositions, providing alternative learning strategies, and sharing assessment strategies. Feedback showed students engaged with the Checkpoints and found them helpful, leading the students to reflect on their learning. The checkpoints also 'chunked' the math content, resulting in a 'nice break', and provided students with reassurance they were on-track.

The Impact of COVID-19 Distance Learning on Students' Math Anxiety: An Exploratory Study

In spring 2020, the COVID-19 pandemic forced a rapid shift to distance learning worldwide. Although recent research has focused on the impact that this transition had on students' education and well-being, little has been done in particular on math education and on math anxiety (MA). Since MA is believed to be linked to the teaching methods, it could be hypothesized that the new learning environment affected MA levels. Thus, this study investigated whether students' levels of MA evaluated before and during the first wave of the pandemic changed as a consequence of the distance learning implementation. Moreover, we were interested in investigating whether students' satisfaction with the teaching methods, their effort in math, and their academic achievement were correlated to MA before and during the COVID-19 distance learning. Participants were 117 Italian middle and high school students. No significant differences between pre -and mid-pandemic MA were found when considering the entire sample. Analyzing separately, results indicated that high-MA students reported significantly lower MA levels during distance learning, however no difference was observed for moderate-and low-MA individuals. Furthermore, satisfaction with the teaching methods, effort in math, and math achievement were negatively correlated with MA, both before and during distance education.

Praxis preparation for preservice teachers: Using online tools to engage in productive struggle

This paper presents findings on research-based interventions that were employed as part of a semester-long PDSA (Plan-Do-Study-Act) cycle at Davis & Elkins College (D&E) aimed at decreasing math anxiety while increasing student achievement on high-stakes standardized assessments with a focus on growth mindset and productive struggle. Based on data from 2015-2018, the success rate of preservice elementary teachers (K-6) on the mathematics portion of the Praxis Core Academic Skills for Educators exam was approximately 30% on first attempt at D&E. Drivers of this problem of practice include the attitudes, beliefs, and mindsets of test takers. Often, students who have a history of negative experiences in mathematics suffer from a cycle of math anxiety involving a lack of confidence and avoidance of mathematics. Due to the COVID-19 pandemic, students were enrolled in online courses and the interventions included two free online courses: Stanford University's How to Learn Math: For Students and Khan Academy's Praxis Core Math. The interventions aimed to enable students to experience a more positive, productive cycle of math achievement. Results indicate that these methods were more helpful for some groups of students than for others. The characteristics of each group are noteworthy for future study. (PsycInfo Database Record (c) 2022 APA, all rights reserved)

Impact of Modular Distance Learning on High School Students Mathematics Motivation, Interest/Attitude, Anxiety and Achievement during the COVID-19 Pandemic

This study examined the impact of modular distance learning on students' motivation, interest/attitude, anxiety and achievement in mathematics. This was done at the Gabaldon, Nueva Ecija, Philippines during the first and second grading of the academic year 2021-2022. The study included both a descriptive-comparative and descriptive-correlational research design. The 207 high school students were chosen using stratified sampling. According to the findings, students have a very satisfactory rating in mathematics. Students agree that they are motivated, enthusiastic, and have a positive attitude toward mathematics. They do, however, agree that mathematics causes them anxiety. When students are subdivided based on sex, their mathematics interest and anxiety differ significantly. However, there was no significant difference in interest/attitude and achievement. When students are divided into age groups, their mathematics motivation, interest/attitude, anxiety, and achievement differ significantly. Students' motivation, anxiety, and achievement differ significantly by year level. There was a positive relationship between and among mathematics motivation, interest/attitude, and achievement. However, there is a negative association between mathematics anxiety and mathematics motivation;mathematics anxiety and mathematical interest/attitude;and mathematics anxiety and mathematical performance. The study's theoretical and practical implications were also discussed, and recommendations for educators and researchers were given. © 2022 The Author(s).

Unmotivated, Depressed, Anxious: Impact of the COVID-19 Emergency Transition to Remote Learning on Undergraduates' Math Anxiety

In summer 2020, we invited the 6761 undergraduate students who took a Spring 2020 math course at the University of Arizona to participate in a survey, with 13% responding. We asked about their experience with the emergency transition to remote learning and measured their math anxiety before and after the transition using the well-established Abbreviated Math Anxiety Scale (AMAS). "Unmotivated, depressed, anxious" are the words one undergraduate used to describe their emergency transition to remote learning. Our results indicate that limited access to quality technology and inadequate communication with an instructor were the two greatest predictors for an increase in math anxiety after the emergency transition to remote learning. These results may encourage instructors to foster community with their students, especially during emergency remote learning.

MATHEMATICS ANXIETY AND ITS EFFECTS ON ENGINEERING STUDENTS' PERFORMANCE DURING THE COVID 19 PANDEMIC

The research objective was to describe the levels of anxiety and their effects on performance manifested by the mathematics students of the engineering faculty of the National University of Chimborazo UNACH during the 2020-1 academic semester. The study is in the quantitative paradigm with a descriptive exploratory design. The total sample consisted of 120 students studying mathematics, which are at different levels and careers of the engineering faculty. The sample selection was of an intentional non-probabilistic type and had as inclusion criteria not having been diagnosed with an anxiety disorder. The Brief Anxiety Situations and Responses Inventory was applied (ASRI-B). The ASRI-B was sent to students by email to facilitate data collection. The two-factor ANOVA (mathematics and comprehension) uses to analyze the research results. It's allowed to find statistically significant differences in the grasp of the contents presented by the teachers in a virtual way for the cognitive and physiological response system and the general level of anxiety, as well as in situational areas of evaluation anxiety and anxiety in everyday situations, during the academic closure in the quarantine season due to the COVID-19 pandemic. © 2021 Sriwijaya University. All rights reserved.