A study of the relationship between community college students' perceived levels of math anxiety and their perceived gains in mathematics-based areas of study, in problem solving skills, and in abilities to use technology

The purpose of this study was to explore the relationship between community college students' perceived levels of mathematics anxiety and (a) their perceived gains in mathematics-based areas of study, (b) their problem-solving skills, and (c) their abilities to use technology, after controlling for student background characteristics and effort in their academic work. Regression analyses were used to look at the relationships named in the research questions. Subjects in this study were 116 female students who graduated from Dyersburg State Community College (DSCC) in Dyersburg, Tennessee, all of whom were required to take the Community College Student Experiences Questionnaire, the Fennema-Sherman Mathematics Anxiety Scale, and the ACT College Outcomes Measures Program before their graduation in May 2000.; Three ordinary least squares (OLS) multiple regression equations were estimated, one for each of the three dependent variables: (1) mathematics-based areas of study gains based on results from the CCSEQ, (2) problem-solving skills based on results from the ACT COMP, and (3) abilities to use technology defined as effort with computers based on results from the CCSEQ. The control variables---the students' perceived quality of effort in classes and coursework, perceived quality of effort with faculty, perceived quality of effort in science, perceived quality of effort for student acquaintances, math anxiety and high school grade point average---were entered simultaneously in order to assess the effect of math anxiety on the outcomes net of the influence of the control variables. Findings indicated that (1) the greater the students' quality of effort in science and student acquaintances, the greater the students' perceived gains in mathematics-based areas of study, (2) there was not a statistically significant relationship between the set of independent variables and students' problem-solving skills, and (3) the greater the students' quality of effort with faculty, the greater the students' perceived abilities to use technology (computers). It was also found that the less the students' math anxiety, the greater the students' perceived abilities to use technology (computers).