Exploring Rural University Access Programme Students' Experience of Mathematics Anxiety in Academic Settings

Autor/in	Hlalele, Dipane
Titel	Exploring Rural University Access Programme Students' Experience of Mathematics Anxiety in Academic Settings
Quelle	In: Africa Education Review, 16 (2019) 1, S.40-57 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hlalele, Dipane)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1814-6627
DOI	10.1080/18146627.2016.1224580
Schlagwörter	Rural Schools; Access to Education; Student Experience; Mathematics Anxiety; Rural Areas; Foreign Countries; Mathematics Achievement; College Students; Higher Education; South Africa + Suchen Sie Ihr Suchwort? Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Education; Access; Bildung; Zugang; Bildungszugang; Studienerfahrung; Ausland; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Collegestudent; Hochschulbildung; Hochschulsystem; Hochschulwesen; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	The purpose of the study was to explore rural university access programme students' experience of mathematics anxiety in academic settings. Mathematics anxiety has been found to have an adverse effect on students' confidence, motivation and achievement. The quantitative study was exploratory and descriptive in nature. The participants were 655 university access programme students doing a mathematics foundation course at the Qwaqwa campus of the University of the Free State (UFS), South Africa. The participants completed a 20-item questionnaire and 650 (99.2%) questionnaires were found to contain valid responses and were analysed by a professional statistician at UFS. The questionnaire was tested for reliability using the Cronbach's alpha coefficient and was found to have a reliability score of .804, thus indicating an acceptable reliability coefficient. The findings revealed that all students sometimes, often and always experience mathematics anxiety in academic settings. Therefore, it is important for teachers and authorities in education to observe its prevalence and to implement strategies towards the alleviation of the effects of mathematics anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01