A study of the prevalence and intensity of mathematics anxiety in college students and preservice teachers at a large southern university

Mathematics anxiety has often been identified as a factor in the avoidance of mathematics, especially in females. Some researchers claim that it can be transmitted from teacher to student, that it has a debilitating effect on mathematics learning, and that it impacts on selection of college majors and careers. This study investigated (1) the prevalence and intensity of mathematics anxiety in college students and preservice teachers, (2) the effect on mathematics anxiety of successful completion of a mathematics-related course, and (3) the relationship of mathematics anxiety with selected factors which could affect its occurrence and intensity. Data were gathered from student volunteers enrolled in mathematics, education and English courses at The University of Tennessee. The revised Mathematics Anxiety Rating Scale (RMARS) was used as a measure of mathematics anxiety and a personal survey questionnaire provided individual background data. Course grades and ACT scores were obtained administratively, with student consent. The data were analyzed using both one-way and two-way analysis of variance procedures, t-tests, and correlational analyses. The use of volunteer subjects will likely limit the generalizability of the study, but several results were achieved: (1) mathematics anxiety appeared to be related to the choice of college major, mathematics background, mathematics avoidance, mathematics achievement and mathematics performance; (2) mathematics anxiety did not appear to be related to sex differences; and (3) successful completion of a mathematics-related course did not decrease mathematics anxiety. The following conclusions were drawn from the study: (1) the level of mathematics anxiety in college students and preservice teachers does not appear to be sex-related; (2) completion of a mathematics-related course does not appear to decrease the level of mathematics anxiety, at least not in the short term; (3) mathematics anxiety appears to be negatively related to mathematics background, mathematics achievement and mathematics performance; (4) mathematics anxiety appears to be directly related to mathematics avoidance; and (5) factors other than mathematics anxiety should be considered to explain differences in male and female enrollments in certain mathematics courses.