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De La Salle University-Dasmariñas COLLEGE OF BUSINESS ADMINISTRATION AND ACCOUNTANCY
Dasmariñas DBB-B, Dasmariñas City, Cavite

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Math Anxiety among College of Tourism and Hospitality Management Students of De La Salle University: An Illness or a Psychological Mentality?

In partial fulfillment of the requirements in
English 102: Information Literacy
(A Research Paper)

By:
Bongcac, Francis Dianne
De Jesus, Alyssa Marie
Pialago, Mary Anne
Solayao, Elizabeth
Viesca, Jr., Rolando
NON07
September 2014
TABLE OF CONTENTS

Title Page................................................................................................................. i

Table of Contents..................................................................................................... ii

INTRODUCTION..................................................................................................... 1

Nature and Importance of the Study............................................................. 1

Statement of the Problem............................................................................. 4 Respondents of the Study………………………………………………………. 4 METHODOLOGY…………………………………………………………………………

RESULTS AND DISCUSSIONS..............................................................................

SUMMARY, CONCLUSION AND RECOMMENDATIONS......................................

Summary.......................................................................................................

Conclusion.....................................................................................................

Recommendations.........................................................................................

REFERENCES……………………………………………………………………………

INTRODUCTION

Nature and Importance of the Study

Numbers, it seems, could be a nightmare on a whole new different level for some of us. So much frightening that it could hinder one’s ability to learn and can cause one to forget and lose self-confidence (Tobias, 1993). A fear that could be a disabling condition causing humiliation, resentment, and even panic (Platonic Realms, n.d) this is what we call Math Anxiety. Math Anxiety is a feeling of tension, apprehension, or fear that interferes with math performance (Ashcraft, 1994). Several developments in Science and Technology emphasize the significance of mathematics. It is acknowledged as essential for business matters, career choices, and education progress and even in our everyday life. Ever since it became part of the school curriculum serving to develop cognitive skills, it has always been viewed as a problem area for some students. The fact that the students having trouble in mathematics cannot be only related to its being subject of numbers but also can be related to student’s mathematical ability, the understanding for each lessons and attitudes toward the situation, along with the teachers mathematical ability, knowledge and teaching styles.
Even students from first-world countries are victims of this situation. Math is America’s biggest weakness compared to countries around the world according to Amanda Ripley, author of The Smartest Kids in the World. American teenagers rank 26th in math on the Programme for International Student Assessment (PISA) test – and 12th in reading on the same test. Even the richest quartile of kids, who have highly educated parents, computers at home, and tricked-out schools, perform 18th in the world in math compared to the richest quartile of kids in other countries. Only 32 percent of United States high school students are proficient in math on the National Assessment of Educational Progress (NAEP). Comparable proficiency rates in math are 45 percent in Germany, 49 percent in Canada, and, no surprise, 63 percent in education superstar Singapore. It is an educational malady that the U.S. can ill-afford to perpetuate, given that so many careers in the 21st century are projected to be in STEM (Science, Technology, Engineering, and Math) fields. Learning mathematics can be challenging. However, not all mathematics difficulties result from the cognitive difficulties. Most of them suffer with mathematics anxiety (MA) which severely disrupts their performance. MA is a debilitating emotional reaction to mathematics that is increasingly recognized in psychology and education. This anxiety can come in many forms: worry, fear, high negative emotions, self-deprecatory thoughts, sweaty palms, or racing heart. It ranges from feelings of mild tension to a strong fear of mathematics. It is not restricted to test or classroom settings, with the result that those affected develop a severe avoidance of situations involving any kinds of mathematics. They may not choose careers involving the application of mathematics, even if cognitively they would be perfectly capable of good mathematics development. (A. Dowker, R. McLellan & D. Szucs, 2013) Everyone experiences anxiety or fear in certain life situations. The word anxious is derived from the Latin word anxias, meaning trouble in the mind about some certain events. Anxiety can be appropriate, but when it is too much and continues too long, the individual may suffer from an anxiety disorder. According to the American Psychiatric Association (2013), it affects human cognition making it difficult for the individual to focus, think clearly and solve problem. Students’ prior negative experiences in math class and at home when learning math are often transferred and cause a lack of understanding of mathematics.
While it has not made its way into DSM-5 (Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition) as an official mental illness, math anxiety plagues, millions of adults and children – each of whom have their math horror story – thanks to an insensitive teacher, a clueless parent, a concept that never clicked. According to Stanford professor Vinod Menon who co-authored a study on the neurodevelopmental basis of math anxiety, the part of the brain agitated by math anxiety is the same part “that responds to fearful situations, such as seeing a spider or snake.”
Math is often associated with pain and frustration. For instance, unpaid bills, unforeseen debts, unbalanced checkbooks, and Internal Revenue Service forms are a few of the negative experiences associated with numbers. Parent should show their children how numbers are successfully used by them in positive pleasant ways, such as in cooking, sewing, sports, problem solving in hobbies and home repairs. Millions of adults are blocked from professional and personal opportunities because they fear or perform poorly in mathematics for many; these negative experiences remain throughout their adult lives (Tobias, 1995).

Statement of the Problem The main objective was to determine as to whether Math Anxiety is an illness or a psychological mentality among selected College of Tourism and Hospitality Management Students. Specifically, it aimed to answer the following questions: 1. Determine the symptoms of Math Anxiety. 2. Determine the level of Math Anxiety among College of Tourism and Hospitality Management students. 3. Determine the effects if Math Anxiety is disregarded.

Respondents of the Study The respondents of this study were students from the College of Tourism and Hospitality Management. Random sampling was made in choosing the respondents. The researcher surveyed fifty (50) selected students from the college that have encountered problems regarding mathematics subject. Their answers were more beneficial than students with no problems with mathematics and would help the researchers obtain the desired results of this study.

RESULTS AND DISCUSSION
The findings and answers to the statement of the problem are in this chapter. The total number of respondents for this research paper is fifty students from the College of Tourism and Hospitality Management. I. Determine the symptoms of Math Anxiety.
Eighty-percent of the respondents have at least a medium-level anxiety while the remaining twenty-percent of the respondents have low-level anxiety as shown in Figure 1. This fact is very alarming and only proves that Math Anxiety is indeed real and existing most especially here in De La Salle University-Dasmariñas particularly Hotel and Restaurant Management students and Business of Tourism Management students as well. Here are some signs and physical symptoms of Math Anxiety: * nervousness * pounding heart * rapid breathing * sweating * nausea * upset stomach and * tenseness
In addition to the physical symptoms, people may experience any or all of the following mental symptoms: * a feeling of panic or fear; * cloudy or fuzzy thinking; * lack of concentration; * a mental block in thinking; and * feelings of helplessness, guilt, shame, inferiority, or stupidity.
Naturally, a little fear or uneasiness accompanies all of us when we take exams, but if these symptoms are severe enough to keep you from doing your best; it is time to do something about your math anxiety. II. Determine the level of Math Anxiety among College of Tourism and Hospitality Management students.
Classification of Level of Anxiety
4.21 -- 5.00 Very High
3.41 -- 4.20 High
2.61 -- 3.40 Medium
1.81 – 2.60 Low
1.00 – 1.80 Very Low

These are the levels of anxiety among College of Tourism and Hospitality Management students based from the results of the conducted survey.

Figure 1

Almost eighty-percent of the respondents have scaled Medium in the survey featuring Mathematics Anxiety Rating Scale. This just proves that Math Anxiety is very serious. No respondent has been positive to very low anxiety level, meaning students are ranging from Low up to Medium or High. III. Determine the effects if Math Anxiety is disregarded.

CONCLUSION This study is all about Math Anxiety among College of Tourism and Hospitality Management students. Mathematics anxiety has been defined as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations Math anxiety can cause one to forget and lose one’s self-confidence.
The physical symptoms of Math Anxiety are nervousness, pounding heart, rapid breathing, sweating, nausea, upset stomach and tenseness. People having Math Anxiety may experience any or all mental symptoms like a feeling of panic or fear, cloudy or fuzzy thinking, lack of concentration, a mental block in thinking, and feelings of helplessness, guilt, shame, inferiority, or stupidity. Eighty-percent of the respondents show Medium Level of Anxiety. This requires immediate attention to many to lessen the effect of Math Anxiety and for it not to become an anxiety disorder which is more dangerous and needs appropriate medical treatment.
In conclusion, math anxiety is very real and occurs among thousands of people. Much of this anxiety happens in the classroom due to the lack of consideration of different learning styles of students. Today, the needs of society require a greater need for mathematics. Math must be looked upon in a positive light to reduce math anxiety. Therefore, teachers must re-examine traditional teaching methods which often do not match students’ learning styles and skills needed in society. Lessons must be presented in a variety of ways. For instance, a new concept can be taught through play acting, cooperative groups, visual aids, hands on activities and technology. As a result once young children see math as fun, they will enjoy it, and, the joy of mathematics could remain with them throughout the rest of their lives.

REFERENCES
Alvarez, O.S. (2006). Relationship of Math anxiety to performance in a Math-related subject.
American Psychiatric Association (2013). Diagnostic and Statistical Manual of Mental Disorders (Fifth ed.). Arlington, VA: American Psychiatric Publishing. P.189. ISBN 978-0-89042- 555-8.
Dr. A. Dowker, Dr. R. McLellan & Dr. D, Szucs. (2013). Understanding mathematics anxiety. Nuffield Foundation.

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