Adaptation of abbreviated mathematics anxiety rating scale for engineering students

• Published in: AIP Conference Proceedings
• Main Author: Nordin S.K.S.; Samat K.F.; Sultan A.A.M.; Halim B.A.; Ismail S.F.; Mafazi N.W.
• Format: Conference paper
• Language: English
• Published: American Institute of Physics Inc. 2015
• Online Access: https://www.scopus.com/inward/record.uri?eid=2-s2.0-85006211069&doi=10.1063%2f1.4915702&partnerID=40&md5=0b2826e848015f525290c148049f7ee5

Mathematics is an essential and fundamental tool used by engineers to analyse and solve problems in their field. Due to this, most engineering education programs involve a concentration of study in mathematics courses whereby engineering students have to take mathematics courses such as numerical methods, differential equations and calculus in the first two years and continue to do so until the completion of the sequence. However, the students struggled and had difficulties in learning courses that require mathematical abilities. Hence, this study presents the factors that caused mathematics anxiety among engineering students using Abbreviated Mathematics Anxiety Rating Scale (AMARS) through 95 students of Universiti Teknikal Malaysia Melaka (UTeM). From 25 items in AMARS, principal component analysis (PCA) suggested that there are four mathematics anxiety factors, namely experiences of learning mathematics, cognitive skills, mathematics evaluation anxiety and students' perception on mathematics. Minitab 16 software was used to analyse the nonparametric statistics. Kruskal-Wallis Test indicated that there is a significant difference in the experience of learning mathematics and mathematics evaluation anxiety among races. The Chi-Square Test of Independence revealed that the experience of learning mathematics, cognitive skills and mathematics evaluation anxiety depend on the results of their SPM additional mathematics. Based on this study, it is recommended to address the anxiety problems among engineering students at the early stage of studying in the university. Thus, lecturers should play their part by ensuring a positive classroom environment which encourages students to study mathematics without fear. © 2015 AIP Publishing LLC.