| This study was designed to investigate the constructs of computer anxiety and mathematics anxiety and their influence on achievement in an adult basic mathematics course. The sample consisted of 40 subjects, 18 females and 22 males. A demographics questionnaire was administered to gather information on gender, age, mathematics level, and computer experience. The Computer Attitude Scale (CAS) was used to measure computer anxiety, computer confidence, computer liking, computer usefulness, and computer attitude and the Mathematics Anxiety Rating Scale was used to measure mathematics anxiety. No significant interaction effect was found on mathematics achievement between computer anxiety and mathematics anxiety. Computer attitude was not supported as having a significant relationship with mathematics achievement. Significant gender differences were found across computer attitude and all of the CAS subscales. Women exhibited more negative attitudes and higher computer anxiety. Significant gender differences were also found for computer experience. The computer anxiety subscale was found to have a small positive correlation with two of the computer experience measures. |
