Mathematics anxiety in remedial college classes: Affects of attitude/motivation, basic skills, and calculator dependency

This research study compared the affects of mathematics anxiety with student attitudes/motivation, basic mathematics skills, and calculator dependency when enrolled in a remedial mathematics class at a two-year community college. Many students will choose a career path that does not include mathematics because they have bad attitudes or lack motivation to do well in mathematics or they lack self-confidence. Two research instruments were used to collect the data for this explanatory mixed method research study: Abbreviated Mathematics Anxiety Scale and the Attitudes Toward Mathematics Inventory. The results of the study showed an inverse correlation between mathematics anxiety and students' attitudes/motivation and self-confidence. The results showed that students value mathematics. Recommendations include the need to teach students how to effectively study a mathematics textbook and how to study for upcoming quizzes and exams. One-on-one tutoring should be required for any student struggling in a remedial mathematics class. A review of degree requirements for elementary teachers needs further research since the elementary teachers lay the foundation for mathematics at a critical stage in student learning.;Keywords: adult learners, attitude, basic skills, competence motivation, developmental course, learning, learning anxiety, mathematics anxiety, measure of anxiety levels, self-confidence, self-efficacy, remedial education, developmental education, attitude and mathematics, motivation and mathematics, community colleges and developmental education, calculator use.