Northern New Mexico College Department of BAIS: PSYCHOLOGY An exploratory quantitative examination of the effect of the number of math classes taken on math anxiety in math classes at NNMC during SPRING 2017. By Adrian Infante Solis Northern New Mexico College Department of BAIS: PSYCHOLOGY Question #14 was one that had qualitative elements, it asked; Do you plan to take another math class next semester? Why or Why not? Some of the themes were: •“Yes, my major requires it.” •“yes, because it is always good to practice more math” •“No, this is my last math needed.” The number 1 most important word or phrase, using text analysis, was REQUIRED, (N=60, 27.03%) Abstract Data Collection and Methods Data Analysis and Findings, Cont The purpose of this research serves a purpose for a number of researchers including myself to further our knowledge in the causes/insights as to why anxiety is summoned when dealing with math. Many people deal with math anxiety, and further research needs to be done to know the, ‘why?’ Statement of the Problem With math anxiety being a big issue among college students, it is essential that more research is preformed. Conclusions The sample consisted of students from class levels ranging from GED to Graduate courses. The data above shows the number of students in each type of class. Out of the 149 students, the response rate was 100%. According to the results, there is much correlation between student’s math anxiety regarding how many classes they have previously taken. I am therefore forced to reject the null hypothesis which is that student math classes taken and their anxiety involving math do not correlate. Further research must be done with more extensive detail and individualized assignments. Accepting the null is not acceptable due to enough N-size provided. Having to use the tables in the back of a math book.   – not at all (1)– somewhat  (2)– moderately  (3)– quite a bit  (4)– very much (5)– Total– Weighted Average– First Math Class (A) 61.54% 8 30.77% 4 7.69% 1 0.00% 27.08% 13 1.46 Not First Math Class (B) 40.00% 14 28.57% 10 20.00% 7 5.71% 2 72.92% 35 2.09 Basic Statistics ? Minimum– Maximum– Median– Mean– Standard Deviation– 1.00 3.00 0.63 5.00 2.00 1.16 Theory The more math classes the students take, the less math anxiety they posses. The higher math anxiety, due to no math experience. Data Analysis and Findings The chart below represents the feeling that students showed in the survey regarding their abilities in math or science. Out of an average of 95 respondents, 14.74% don’t struggle at all, 41.05% struggle a little bit, 28.42% somewhat struggle, 9.47% struggle very much, and 6.32% struggle a great deal. The independent variable is shown above which is the number of classes that each student has taken, with only two skipped out of the 149, we had nearly perfect response rate. Accordingly students showed sigs that the more experience they possess in math, the less math anxiety they will have. Ethics All responses will be kept confidential, and no information will be released to your instructor. We are asking for your Eagle Id and Name for tracking purposes only. The results of the study will be aggregated when reported to NSF, so no individual identifying information will ever be collected or released. Your participation is strictly voluntary. Hypotheses My hypothesis through this research project is that the students who have taken more math classes, have less math anxiety. If my hypothesis is unsuccessful and unprovable, my null hypothesis will have to be accepted, which is; there is no relationship between math anxiety and student’s number of math courses taken. References Babbie, E. (2008). The basics of social research (4th ed. ed.). Belmont, CA: Thomson/Wadsworth. Acknowledgements A great appreciation for their contribution goes to, Norman Delamator Kelvin Rodriguez NNMC Student Success Center Stephanie Amedeo Marquez