Assessing Anxiety and Attitudes Towards Arithmetic and Algebra

Abstract

Abstract The study aimed at assessing the anxiety levels and attitudes of 68 students of Grades 11 and 12 studying the International Baccalaureate Diploma Program towards the math components of arithmetic and algebra by using a quantitative correlational study. Two survey instruments were used where the first section consisted of an achievement test for each branch of arithmetic and algebra. The second section consisted of an eighteen-item five-point Likert scale where the anxiety levels and attitudes of the students were assessed. The results showed that a negative correlation existed between anxiety levels and performance for both, arithmetic and algebra and a weak positive correlation existed between attitudes and performance. Additionally, significant differences existed in anxiety levels and attitudes between high and low performers for each component. Thus, although arithmetic and algebra were components that students had high familiarity with, the anxiety levels and attitudes towards them were different.