NotesFAQContact Us
Search Tips
ERIC Number: ED569376
Record Type: Non-Journal
Publication Date: 2014
Pages: 118
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3039-1473-7
The Effect of Math Anxiety on the Academic Success of Developmental Mathematics Students at a Texas Community College
Fannin-Carroll, Kristen D.
ProQuest LLC, Ed.D. Dissertation, Texas A&M University - Commerce
The purpose of this study was to examine the relationship between math anxiety and academic success of developmental mathematics students at a Texas community college based on age, gender, and level of developmental mathematics program. A quantitative, casual-comparative design was used to determine relationships. A total of 185 developmental mathematics students were surveyed using the Revised Mathematics Anxiety Scale and a demographic questionnaire. Of the 185 survey packets returned, fully completed, and analyzed, 61.6% (N = 114) of the participants were female, 44.3% (N = 82) of the participants were between the ages of 18 and 22 years old, 24.9% (N = 46) of the participants were enrolled in the fourth level of developmental mathematics (DMAT 0098), and 28.6% (N = 53) of the participants earned a C for their final course grade. Of the 185 participants, 41.1% (N = 76) were enrolled in a low difficulty level developmental course (DMAT 0066 or DMAT 0090), and 58.9% (N = 109) were enrolled in a high difficulty level developmental mathematics course (DMAT 0097, DMAT 0098, or DMAT 0099). Of all the participants, 70.3% (N = 132) successfully completed their developmental mathematics course with a letter grade of A, B, or C, indicating academic success. A total of 57.3% (N = 106) of the participants scored a 71 or lower on the RMARS, which indicated a low level of math anxiety. A total of 42.7% (N = 79) of the participants scored a 72 or higher on the RMARS, which indicated a high level of math anxiety. A statistical difference existed between level of math anxiety based on developmental mathematics courses with low and high-level difficulty, but there was no statistical difference between level of math anxiety based on age or gender. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Two Year Colleges; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas