FACTORS CAUSING MATHEMATICS ANXIETY AMONG UNDERGRADUATE STUDENTS

Hasbee Hj. Usop

University Malaysia Sarawak <uhasbee@fcs.unimas.my>

Hong Kian Sam

University Malaysia Sarawak <hksam@fcs.unimas.my>

Nur Aain Sabri

University Malaysia Sarawak

Tan Kock Wah

University Malaysia Sarawak <kwtan@fcs.unimas.my>

Abstract This study focused on the factors that caused mathematics anxiety among undergraduate students with the aim of determining the influence of parents, teachers, society and peers on the development of mathematics anxiety. Grade level at which the anxiety started, and teaching strategies that contribute or reduce mathematics anxiety were investigated. Seventy three undergraduate students from one public local university were used as the sample of the study. A questionnaire was used in this study to obtain the required data which included the Mathematics Anxiety Rating Scale Short Version (MARS-S). The relationships between the various variables in the study were investigated using Pearson-product moment correlations. The results showed that the students have moderate level of mathematics anxiety. Teachers appeared to have the most influence on students mathematics anxiety. There was a positive relationship between students perceptions about society myths and mathematics anxiety. Grade level at which anxiet y started and students perceptions of the importance society placed on mathematics was found not to be related to mathematics anxiety. The results also indicated that teaching strategies such as individual and competitive activities contributed to mathematics anxiety. Nonetheless, some of the learning strategies could reduce students mathematics anxiety. Thus, the findings showed the existence of mathematics anxiety among undergraduate students and also indicated that society myth on the importance of mathematics and teaching strategies could results in increasing mathematics anxiety. Introduction Malaysia envisaged attaining the status of a developed country by the year 2020. By then, the Malaysian society will have evolved into one that is democratic, liberal, tolerant, caring, progressive and possessing a competitive and dynamic economy. It is argued that establishing a scientific and technological culture will lay the foundation towards the attainment of such a society. Hence, science, mathematics and technology have always been emphasized in the national development plans. Mathematics certainly means many things to many people (Marzita binti Puteh, 2002). Many aspects of daily life require some knowledge of mathematics. Knowledge of mathematics and the ability to use this knowledge is critical to the pursuit of many existing and newly emerging occupational fields. Moreover, all undergraduate students are required to take some level of mathematics. If students suffer from mathematics anxiety, their willingness to enrol and succeed in mathematics courses diminished (Stubblefield, 2006). Mathematics anxiety is a problem for many people. It can have detrimental effects for college students including feelings of nervous tension, fear of rejection, and stress (Truttschel, 2002). According to Perry (2004), much like a novice golfer on the first tee, the mathematics student can seriously hamper her or his performance by being nervous and insecure toward mathematics. At the college level, this anxiety is most often seen in mathematics courses required for nontechnical majors. Most mathematics teachers would agree that mathematics anxiety stems primarily from students fears of failure and feeling of inadequacy. In most cases, mathematics anxiety is not extreme or overwhelming, yet it continues to haunt most students throughout their encounter with mathematics. Many adults are blocked from professional and technical job opportunities because they fear or perform poorly in mathematics. Most of these adults are brain-capable of learning more mathematics. Theirs is not a failure of intellect, but of nerve. All people have some mathematics anxiety, but it disables women and minorities more than others. There is a cure, but it involves changing learners and teachers attitudes at the same time. Mathematics anxiety also could develop as a result of a students prior negative experiences learning mathematics in the classroom or at home (Rossnan, 2006). Mathematics anxiety has been a prevalent concern among educators and others in the society for decades. Now, with the advent of computer technology, the need for understanding of mathematics is becoming critical. Teachers can play an important role in reducing the

level of mathematics anxiety among their students (Furner & Berman, 2003). Students tend to have high level of nervousness, fear, or discomfort toward mathematics, due to their prior experiences with mathematics teachers and other influential persons (Baylor, Shen, & Warren, 2000). Mathematics anxiety in children is a learned response from the attitudes of parents and educators alike. Alleviating this problem involves many issues ranging from cognitive development to changes in environmental viewpoints. Changing these external biases seems to be the most basic solution. Parents and educators must change their perspectives of mathematical skills in a positive way. Students model the expectations and attitudes of their parents and educators. By embracing mathematics as an essential tool for success in our society, these adults can help create a new viewpoint among students toward skills that are so fundamental to so many aspects of life. Mathematics educators need to recognize the causes of mathematics anxiety. Educators can become more informed about the effects of mathematics anxiety by reading related literature and attending workshops and conferences on the topic. Students should be made to realize that myths such as mathematics aptitude are genetic and mathematics being a male domain is simply not true (Woodard, 2004). Changing attitudes about mathematics will require support from parents, teachers and society. If negative attitudes are not changed, students performance, college and career choices will be limited (Shields, 2006). Mathematics a nxiety is a reality for many students. Educators should be knowledgeable about its causes and provide supportive learning communities that assist students in overcoming it (Barnes, 2006). Purpose of Study The main objective of this study was to investigate the factors that cause mathematics anxiety among undergraduate students. To achieve the objective of this study, the following research questions were generated. 1. What was the level of mathematics anxiety among the students? 2. Was there a relationship between mathematics anxiety and the grade level at which the anxiety started? 3. Was there a relationship between mathematics anxiety and students perceptions of the value that society places on mathematics? 4. Were certain teaching/learning strategies related to students mathematics anxiety? Literature Review Definition and nature of mathematics anxiety Mathematics anxiety describes the states of mind developed through personal experience, and individual emotional responses to these experiences. Negative feelings towards learning mathematics arise as a consequence of a range of encounters relating to the way mathematics is presented, taught and learnt by individuals (Green & Allerton, 1999). According to Sheffield and Hunt (2007), mathematics anxiety in many ways is easy to describe and define. It is the feelings of anxiety that some individuals experience when facing mathematical problems. Like other form of anxiety, students may feel their heart beat more quickly or strongly, they may believe they are not capable of completing mathematical problems, or they may avoid attempting mathematics courses. Mathematics anxiety is known as a disabling condition when students struggle with mathematics. This condition is a specific and real fear of mathematics that causes students to have an obsessive urge to avoid mathematics completely (Oxford & Vordick, 2006). Mathematics anxiety can occur in all levels of education from primary school to higher education, and once established, can persist in life, interfering with every day activities involving numeracy and further learning of mathematics. Mathematics anxiety usually comes from negative experiences in working with teachers, tutors, classmates, parents or siblings (Yenilmez, Girginer, & Uzun, 2007). Many students who suffer from mathematics anxiety have little confidence in their ability to do mathematics and tend to take the minimum number of required mathematics courses, greatly limiting their career choice options. This is unfortunate especially as society becomes more reliant on mathematical literacy (Scarpello, 2005). Barnes (2006) stated that mathematics anxiety could be caused by a number of things: unpleasant past experiences with mathematics in the classroom, a parent conveying the message to their children that mathematics is boring and useless, or from the attitudes of the teachers themselves. Mathematics anxiety is a problem for many college students, not only those in developmental mathematics courses. If a technique is found to facilitate the alleviation of mathematics anxiety for students through improved pedagogies, information, and resources, it could remedy students mathematics anxiety while helping them acquire the necessary mathematics skills required for degree completion (Johnson, 2003). The influences of parent, teachers, society and peer on mathematics anxiety Parental involvement and a parents role in changing attitudes toward mathematics are important. Parents need to take a proactive role in the education of their children (Furner & Berman, 2003). Supportive parents contribute to the success of their children while unsupportive ones add to the academic problems (Silva,

Tadeo, Reyes, & Dadigan, 2006). Parents should talk with their children about their anxieties. They should discuss the feelings that the child associates with mathematics and try to pin point when the children started to experience these feelings (Rossnan, 2006). Oxford and Vordick (2006) stated that there are many more influences that are believed to help cause mathematics anxiety. The teachers attitude is a major factor since students do not want to learn a subject that the teacher seems uninterested in or uncomfortable with. Other issues include impractical applications, high volumes of assigned problems, and short time spans to complete an assignment. McNaught (2007) indicated that good teachers are able to create a learning environment in which students have high and positive expectations about their learning, co-operative behaviour is pronounced, and the culture encourages learning to occur. Rossnan (2006) suggested that teachers and parents should work together to assure every students that learning mathematics is important, relevant, and fun so that they can learn the mathematics skills that they need to succeed Peer engagement makes a direct contribution to students learning and success. Peer may provide instrumental aid, by teaching or tutoring their friends, by helping them keep track of assignments, or by studying together. These supports would make students ef forts more effective, in terms of both learning and graded performances on homework, projects, and tests (Kindermann & Skinner, 2008). Shields (2006) reported that society plays a large role in the development of mathematics anxiety. For some reason, mathematics seems to be the only subject which people can express their lack of knowledge and hate for, and still be considered socially acceptable, normal contributors to society. Teaching and learning strategies perceived as contributing to and reducing of mathematics anxiety Most of the students experienced mathematics anxiety when teachers used teaching strategies such as working in a group in class, having a partner in class and outside of class, discussing experiences or difficulties related to mathematics with other students from class, asking questions of the instructor in class, and individually reminding one self of being mentally capable (Sutter, 2006). Shields (2006) had tested seven teaching strategies in the contribution to mathematics anxiety. All of them were significantly related with mathematics anxiety. The strategies were individual competitive mathematics activities, independent mathematics work, being taught in large and small group, working with a partner in mathematics activities, social interactions which included talking and discussion in mathematics class and being a member of a team in competitive mathematics activities. Oxford and Vordick (2006) suggested that there were many causes of mathematics anxiety and the causes appeared to stem from an instructors methods of teaching. A teachers inclination to emphasize only one method of solving a mathematics problem is another likely cause of anxiety. Barnes (2006) reported that students made several suggestions as to how to reduce mathematics anxiety. They felt that teachers should teach students study habits, raise students confidence in their mathematical abilities, walk around the classroom to help students and answer questions, and for teachers to provide more hands on activities during mathematics class. Besides, students felt that after school tutoring was important in decreasing mathematics anxiety. They also suggested that students use self-help programs to answer their questions about mathematics. Relaxing was also a key in decreasing mathematics anxiety. Students felt that teachers could be doing a lot more in the classroom to decrease mathematics anxiety. According to study by Iossi (2007), strategies for minimizing anxiety include curricular strategies, such as retesting, selfpaced learning, distance education, single-sex classes, and mathematics anxiety courses. Then, instructional strategies could also be used such as manipulative, technology, self-regulation techniques, and communication. In addition, reducing anxiety also included non-instructional strategies, such as relaxation therapy and psychological treatment. Teachers can also implement prevention and reduction techniques in class. Some helpful strategies for teachers to use include presenting clear explanations, reviewing the basics, teaching critical thinking, exhibiting enthusiasm about the subject, giving feedback and partial credit, reviewing for exams, and offering alternative testing times (Woodard, 2004). Although solutions to anxiety are not guaranteed, it may help for teachers to incorporate greater structure into the lesson plans, and encourage an interactive classroom that will stimulate questions, and where students will feel comfortable (Oxford & Vordick, 2006). Methods Research Design A cross-sectional survey with correlational study was employed for the purpose of this study. This type of research design was appropriate as this study investigated the relationships between one or more independent variables and one or more dependent variables. Samples The sample of the study consisted of 73 undergraduates in a public university in Malaysia. They were first-, second- and third-year students enrolled in three randomly selected courses.

Research Instruments The research instrument used for this study was a questionnaire consisting of four sections. In section A, the participants were required to complete their personal profiles including their rating of mathematics anxiety level, who had the greatest influence on their development of mathematics anxiety, and the grade level at which mathematics anxiety started. In section B and C, a 5-point Likert scale (1= Strongly disagree to 5 for Strongly agree) was used to assess the participants degree of agreement with teaching activities that causes mathematics anxiety and learning activities that reduces mathematics anxiety. In section D, the items were adapted from the Mathematics Anxiety Rating Scale (MARS) Short Version. The 15 items in this section consisted of items on mathematics related tasks and students were required to rate their levels of fear or apprehension with the tasks. The participants rated their levels of anxiety using the dimensions of not at all, a little, a fair amount, much, or very much. Data Collections Procedures Firstly, the researcher obtained approval from the Faculty to administer the questionnaires to the identified students. Then with the permission of the course lecturer, the researcher entered the class and administered the questionnaires to the students. The researcher explained the purposes of the study and ensured the confidentially of responses. Then the researcher briefed the students on how to answer the questionnaires and assist them if they have problems to understand the questions. Discussions between students were discouraged. Students were required to complete the questionnaires in 20 minutes. Data Analysis The data collected were coded and analyzed using the Statistical Package for Social Science (SPSS) Version 15.0. The data were analyzed using descriptive analysis and Pearson-Product Moment Correlation. Results Students level of mathematics anxiety based on self-perceived measure and MARS-S Students perceived level of mathematics anxiety was measured based on their responses to the item How would you rate your anxiety level related to mathematics in Section A of the questionnaire as shown in Table 1. Most of the students indicated that they were a little anxious of mathematics ( n=25, 34.2%) or have a fair amount of anxiety (n=22, 30.1%). Table 1 Students Perceived Level of Mathematics Anxiety Level of anxiety No anxiety A little anxiety A fair amount of anxiety Much anxiety Very much anxiety N 9 25 22 9 8 % 12.3 34.2 30.1 12.3 11.0

In addition, students level of mathematics anxiety was also measured using MARS-S questionnaire in Section D of the questionnaire. The students responded to 15 items which indicate their level of fear or apprehension to 15 mathematical tasks. Each item has five-choices of response (1=Not at all, 2=A little, 3=A fair amount, 4=Much, and 5=Very much). Thus, the minimum and maximum possible scores are 15 to 75, with lower scores indicating less anxiety and higher scores indicating higher anxiety. The students mean score for MARS-S was 48.9 with a standard deviation of 12.1. Thus, the results from the MARS-S indicated that the students have moderate level of mathematics anxiety, similar to those obtained from the students self-perceived level of mathematics anxiety discussed in Table 1. The mathematics anxiety score, as measured on the MARS-S was positively correlated with the students perceived level of mathematics anxiety (r=0.571, p<0.0005). In addition, in responding to the item, Who do you believed had the greatest influence on the development of your mathematics anxiety, most of them believed that teachers had the greatest influence on the development of mathematics anxiety (n=39, 60.9%) as shown in Table 2.

Table 2 Descriptive Statistics of the Influence of Parents, Peer, Teachers and Society on Mathematics Anxiety Influences on mathematics anxiety N % Parents 8 12.5 Peer 6 9.4 Teachers 39 60.9 Society 11 17.2 Relationship between mathematics anxiety and the grade level at which the anxiety started The students were also asked to indicate the grade level in school when they started to become anxious about mathematics. As shown in Table 3, most of the students indicated that their mathematics anxiety started during their upper secondary levels and university education. However, their level of mathematics level as indicated by their self-perceived measure in Section A was not significantly correlated with grade level at which the anxiety started (r=0.073, p=0.566). Table 3 Descriptive Statistics on at What Grade Levels Mathematics Anxiety First Started Grade level Primary one Primary two Primary three Primary four Primary five Primary six Secondary one Secondary two Secondary three Secondary four Secondary five Secondary six/ matriculation University N 7 0 1 0 0 5 5 0 1 14 7 10 14 % 10.9 0.0 1.6 0.0 0.0 7.8 7.8 0.0 1.6 21.9 10.9 15.6 21.9

Relationship between mathematics anxiety and students perceptions of the value that society places on mathematics Students perceptions of the value society places on mathematics were measured by two items in Section B of the questionnaire as shown in Table 4, while their level of mathematics anxiety was based on their self assessed level of anxiety in Section A of the questionnaire. The results in Table 4 shows that students perceptions about the importance society placed on mathematics were not significant related to their mathematics anxiety level (r=0.098, p=0.407). In contrast, students perceptions about society myths about the difficulties of learning mathematics were significantly correlated with their mathematics anxiety level (r=0.461, p<0.0005). Table 4 Correlations between Mathematics Anxiety Level and Students Perceptions of the Value that Society Places on Mathematics Items Mathematics anxiety level Society led me to believe that mathematics 0.098 would be very important in my future. (p=0.407) Society myths about mathematics difficulties make me anxious. 0.461** (p=0.000)

Table 5 Teaching Strategies Posited to Increase Mathematics Anxiety Level

Items Strongly disagree Disagree Neutral Agree Strongly agree Mean Standard deviation

1. Individual competitive mathematics activities make me anxious. 2. Independent mathematics work makes me anxious. 3. Being a member of a team in competitive mathematics activities makes me anxious. 4. Being taught in large group makes me anxious. 5. Being taught in small group makes me anxious. 6. Working with a partner in mathematics activities makes me anxious.

4 (5.5%) 5 (6.8%) 12 (16.4%) 6 (8.2%) 13 (17.8%) 17 (23.3%)

11 (15.1%) 14 (19.2%) 13 (17.8%) 21 (28.8%) 25 (34.2%) 18 (24.7%)

24 (32.9%) 24 (32.9%) 18 (24.7%) 21 (28.8%) 21 (28.8%) 25 (34.2%) 25 (34.2%)

28 (38.4%) 21 (28.8%) 25 (34.2%) 16 (21.9%) 11 (15.1%) 9 (12.3%) 10 (13.7%)

6 (8.2%) 9 (12.3%) 5 (6.8%) 9 (12.3%) 3 (4.1%) 4 (5.5%) 4 (5.5%)

3.3

1.01

3.2

1.11

3.0

1.21

3.0 2.5 2.5

1.16 1.08 1.14

7. Talking, discussing, and 15 19 social interactions in (20.5%) (26.0%) mathematics class make me anxious. Note: 1 = Strongly disagree and 5 = Strongly agree

2.6

1.13

Teaching and learning strategies and students mathematics anxiety Based on the literature, some teaching strategies have been posited to contribute to students mathematics anxiety. Seven items in Section B of the questionnaires were intended to determine this conjecture. The findings are shown in Table 5. Thus, of the seven teaching strategies, independent and competitive mathematics activities appeared to make students more anxious, while being taught in small groups, having a partner in doing mathematics activities and social interactions in mathematics classes did not appear to make the students anxious. On the other hand, based on the literature, certain learning strategies have been posited to be able to reduce students mathematics. Section C listed 11 possible learning strategies and students were required to state their level of agreement to whether each strategy reduced their mathematics anxiety. The findings in Table 6 indicated that nine of the posited learning strategies could result in lower anxiety level. The nine strategies included seeking assistance from tutor or instructors, peer support groups, completing the assigned homework, having extra studying time for mathematics, looking for additional learning resources, asking questions in class, using relaxation techniques and having positive self beliefs. On the other hand, counseling sessions did not help in reducing mathematics anxiety. Nonetheless, students believed that something could be done to reduce their levels of mathematics anxiety. Table 6 Teaching Strategies Posited to Reduce Mathematics Anxiety Level
Items Strongly disagree Disagree Neutral Agree Strongly agree Mean Standard deviation

1. Getting help from a tutor reduces my mathematics anxiety. 2. Working with peer support groups reduces my mathematics anxiety. 3. Doing all the assigned homework helps reduce my mathematics anxiety. 4. Making extra study time for mathematics helps reduce my

2 (2.7%) 3 (4.1%) 4 (5.5%) 4 (5.5%)

5 (6.8%) 8 (11.0%) 8 (11.0%) 5 (6.8%)

14 (19.2%) 10 (13.7%) 14 (19.2%) 15 (20.5%)

37 (50.7%) 41 (56.2%) 29 (39.7%) 32 (43.8%)

15 (20.5%) 11 (15.1%) 18 (24.7%) 17 (23.3%)

3.8

0.942

3.7

1.001

3.7

1.131

3.7

1.071

mathematics anxiety. 5. Letting my instructor know 1 8 when I need extra help reduce (1.4%) (11.0%) my mathematics anxiety. 6. Seeking extra books or 3 6 resources to help explain (4.1%) (8.2%) material reduces my mathematics anxiety. 7. Relaxation techniques reduce 4 7 my mathematics anxiety. (5.5%) (9.6%) 8. Asking questions in class 1 9 helps reduce my mathematics (1.4%) (12.3%) anxiety. 9. Self talk-telling yourself 4 11 positive messages reduce my (5.5%) (15.1%) mathematics anxiety. 10. Counselling activities 8 15 reduce my mathematics anxiety. (11.0%) (20.5%) 11. Nothing reduces my 24 22 mathematics anxiety. (32.9%) (30.1%) Note: 1 = Strongly disagree and 5 = Strongly agree Discussions

17 (23.3%) 14 (19.2%)

32 (43.8%) 35 (47.9%)

15 (20.5%) 15 (20.5%)

3.7

0.964

3.7

1.017

19 (26.0%) 23 (31.5%) 21 (28.8%) 34 (46.6%) 21 (28.8%)

32 (43.8%) 31 (42.5%) 28 (38.4%) 13 (17.8%) 1 (1.4%)

11 (15.1%) 9 (12.3%) 9 (12.3%) 3 (4.1%) 5 (6.8%)

3.5 3.5

1.042 0.915

3.4

1.061

2.8 2.2

0.986 1.126

The findings showed that majority of the undergraduate students experienced a little to a fair amount of anxiety toward mathematics course based on a one-question rating in the questionnaire. For the self-assessment test on Mathematics Anxiety Rating Scale, students mostly obtained a moderate score and this implied that they exhibited a medium level of anxiety. This result was consistent with study by Yenilmez et al. (2007) which reported that medium level of mathematics anxiety was observed among the students in their study. Warwick (2008) also reported that levels of anxiety varied among participants in this study but they did not exhibit particularly high level of anxiety. Majority of subjects in Warwick (2008) study also registered moderate scores on Mathematics Anxiety Rating Scale. This study revealed that teacher was the greatest influence in their development on mathematics anxiety. It was found to be in agreement with those reported by Shields (2006). Results indicated that 61% of the participants attributed their mathematics anxiety to teachers. Teachers have a major impact on students attitudes and learning. This result was supported by some prior researchers such as May and Glynn (2008), Oxford and Vordick (2006), and Silva et al. (2006) who implied that teacher related feedback was prevalent in the students responses. Students attributed much influence and power to their mathematics teachers. The investigation on the relationship between the grades level at which mathematics anxiety started with mathematics anxiety indicated that there was no correlation between them. This result was similar with the results of the research done by Fulya (2008). Fulya (2008) did not find any significant difference in mathematics anxiety according to grade level. This could in part be due to the fact that these grade levels are consecutive. One could expect that unless intervened, students mathematics anxiety would worsen with time or grade. Another reason for this expectation could be the fact that subjects in mathematics get harder with each grade and thus the increased difficulty in the topics could lead to mathematics anxiety or exasperate existing levels of apprehension toward mathematics. The results of the insignificant relationship between mathematics anxiety and grade level in this present study and the Fulyas (2008) study indicated that the difficulty of mathematics subjects across grade level did not influence the development of mathematics anxiety. Students perceptions about the importance society placed on mathematics were not significant related to mathematics anxiety. This finding was consistent with the conclusions reported by Shields (2006) that there was no statistical difference between students perception of the value that society places on m athematics and the mathematics anxiety score. This contradicted with Silva et. al.s. (2006) findings that society influenced students perception towards learning mathematics for the future. Students know that mathematics was important through education, an individual accumulated knowledge and develop skills, habits and attitudes which built up productivity and employability and ensured contributions to the society. A college degree, in a sense, was a foundation for a career and to acquire it, one must be able to tackle the challenges posed by the various areas of the tertiary curriculum. Students perceptions about society myths about the difficulties of learning mathematics were significantly correlated with their mathematics anxiety level. It was found to be in agreement with findings reported by Kidd (2003) that stated misconceptions about mathematics, or mathematics myths, seemed to be

one of the causes of mathematics anxiety. These mathematics myths could be detrimental to a persons ability to learn mathematics. This result could also be explained by Gourgeys (1984, cited in Kidd, 2003) claims that mathematics anxiety was positively correlated with acceptance of unfounded beliefs about mathematics. The teaching strategies involving independent and competitive mathematics activities appeared to make students more anxious, while being taught in small groups, having a partner in doing mathematics activities and social interactions in mathematics classes do not appear to the students anxious. These findings were similar to the conclusions revealed in the study done by Sutter (2006) which indicated that medium anxiety students showed higher relative usage for working in a group in class, having a partner in class and outside of class, and individually reminding one self of being mentally capable. Likewise, the findings were consistent with those reported by Shields (2006) that individual competitive mathematics activities and independent mathematics work tend to results in students having higher mathematics anxiety. Nine learning strategies including seeking assistance from tutor or instructors, peer support groups, completing the assigned homework, having extra studying time for mathematics, looking for additional learning resources, asking questions in class, using relaxation techniques and having positive self beliefs helped in reducing mathematics anxiety. However, counselling sessions did not help in reducing mathematics anxiety. Nonetheless, students believed that something could be done to reduce their levels of mathematics anxiety. These findings were generally supported by the literature. For example, it has been suggested that supportive actions by teachers and a non-threatening learning atmosphere (Woodard, 2004) can reduce students level of mathematics anxiety. All the eleven learning strategies which were suggested to be able to reduce mathematics anxiety were not significantly correlated with mathematics anxiety level. The findings were in line with the results obtained by Shields (2006). Shields (2006) stated that statistically insignificant results were observed for all teaching strategies. Furthermore, Perry (2004) believes that teachers and students should stress on positive mathematics learning experiences in the class to reduce mathematics anxiety and students should have confidence in their mathematical abilities (Barnes, 2006). Mathematics anxiety scores, as measured on the MARS-S had a positive significant relationship with the students perceived level of mathematics anxiety. This result was in agreement with the conclusions reported by Shields (2006) that indicated a strong positive correlation between students perceived level of mathematics anxiety and mathematics anxiety score, as calculated on the MARS-S. This data reveals that simply asking the students to rank their anxiety level was comparable to administering the MARS-S which is the most widely used mathematics anxiety instruments. Conclusions Therefore, the results of the study, generally, indicated that most of the students did not exhibit high level of anxiety. Teachers had been identified as the greatest influence on the development of mathematics anxiety and there was no relationship between mathematics anxiety and the grade level at which anxiety started. The similar pattern observed for students perception about the importance of mathematics from the societys view. Conversely, this study showed relationships between students perception about society mathematics myths and mathematics anxiety. The results of this study had also indicated that teaching strategies such as individual and competitive activities could contribute to mathematics anxiety. Some learning strategies could assist in reducing students anxiety levels. Thus, teachers should consider those findings in plan ning their instructions and planning of their mathematics activities in the classroom.

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