The Differential Effects of Gender and Mathematics Anxiety-Apprehension on Developmental Students' Academic Performance and Persistence [microform] / T. Nelson Ikegulu.
The performance of 244 (111 male and 133 female) developmental college students was studied in relation to their perceived levels of mathematics anxiety (123 low and 121 high). The Mathematics Anxiety-Apprehension Survey (MAAS) (T. Ikegulu, 1998) was administered to students in four classes from two...
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| Format: | Microfilm Book |
| Language: | English |
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Distributed by ERIC Clearinghouse,
2000.
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| Summary: | The performance of 244 (111 male and 133 female) developmental college students was studied in relation to their perceived levels of mathematics anxiety (123 low and 121 high). The Mathematics Anxiety-Apprehension Survey (MAAS) (T. Ikegulu, 1998) was administered to students in four classes from two institutions. The product limit estimator (Kaplan and Miere, 1951) was used to estimate the persistence distributions for the sample. Low mathematics anxiety was consistently related to higher academic performance and the likelihood of persisting. Only gender was a significant factor in students' academic performance. Females were not significantly different in their likelihood of persisting than males. None of the interaction, mathematics anxiety-apprehension, and first-generation (in college) status were statistically significantly related. Implications for developmental instruction of these correlates of mathematics anxiety and apprehension are discussed. The MAAS survey is attached. (Contains 2 tables and 57 references.) (SLD) |
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| Item Description: | ERIC Document Number: ED451824. |
| Physical Description: | 33 pages. |
| Reproduction Note: | Microfiche. |
| Action Note: | committed to retain |