Math’s Anxiety: Classroom Culture as a Causing Factor

Authors

  • Yagya Prasad Gnawali Department of Mathematics Education, Mahendra Ratna Campus, TU, Nepal

DOI:

https://doi.org/10.3126/hssj.v15i1-2.63780

Keywords:

strategy, anxiety, classroom, culture, causing factor

Abstract

The aim of this study is to find out the basis of math’s anxiety: classroom culture as a causing factor. A quantitative research strategy based on the positivist paradigm was used. The main objective of this study was to identify the causes of math’s anxiety over the classroom circumstances. A random sample of 190 respondents in the tenth grade—95 boys and 95 girls—was chosen from among the students enrolled in the 19 community schools in the Kathmandu district. A self-made questionnaire with 35 statements and five-point Likert-type response options were used to collect data. Expert feedback was used to confirm the validity of the self-developed questionnaire, and reliability was determined using Cronbach's alpha, which found out to be 0.82 using Delphi methodology. In accordance with the loading components, I had all four components prepared. It was concluded that, overcrowded classroom, attitude towards mathematics, pessimistic past experience and comparative culture are the main causing factors of math’s anxiety.

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Published

2023-12-31

How to Cite

Gnawali, Y. P. (2023). Math’s Anxiety: Classroom Culture as a Causing Factor. Humanities and Social Sciences Journal, 15(1-2), 95–113. https://doi.org/10.3126/hssj.v15i1-2.63780

Issue

Section

Research Article