About this paper

Appears in:
Pages: 1073-1080
Publication year: 2010
ISBN: 978-84-613-5538-9
ISSN: 2340-1079

Conference name: 4th International Technology, Education and Development Conference
Dates: 8-10 March, 2010
Location: Valencia, Spain

MATHEMATICS AND ORAL COMMUNICATION APPREHENSION: A BARRIER IN UNDERGRADUATE STUDENTS’ LEARNING EXPERIENCE?

F. Shahnaz Feroz1, S. Indra Devi1, F. Shahfinaz Feroz2

1Universiti Teknikal Malaysia Melaka (MALAYSIA)
2Universiti Sains Malaysia (MALAYSIA)
This is an overall look at two different studies conducted in Universiti Teknikal Malaysia Melaka (UTeM). The first group of respondents are 208 undergraduates of the Electronics and Computer Engineering Faculty in UTeM. The instruments used in this study are the Abbreviated Math Anxiety Scale, Derek R. Hopko et. al., 2003, Effectance Motivation Scale, Fennema & Sherman, 1976 and Usefulness of Mathematics Scale, Fennema & Sherman, 1976. Although the ANOVA test shows that undergraduates with high mathematics apprehension scored significantly lower in their mid-semester examination compared to undergraduates with moderate apprehension; and undergraduates with moderate apprehension scored significantly lower than those with low apprehension, the moderate significant negative correlation between mathematics apprehension and mathematics achievement indicates that high math apprehension cannot be offered as a simple, wholesale explanation associated with lower math competence. The second study was a separate study where the respondents were 32 special semester undergraduates of the Faculty of Electrical Engineering, UTeM. The instruments used in this study are based on the adapted version of the Self-Perceived Communication Competence Scale (SPCC) and Personal Report of Communication Apprehension (PRCA) by Mc Croskey & Mc Croskey (1988). The correlation test was not significant at the 0.05 level which indicates that there is no linear relationship between level of apprehension and students’ grades. This study discusses these findings in- depth; and also looks for possible ways of reducing apprehension that would make undergraduate students’ learning experience enjoyable and valuable throughout life.
@InProceedings{SHAHNAZFEROZ2010MAT,
author = {Shahnaz Feroz, F. and Indra Devi, S. and Shahfinaz Feroz, F.},
title = {MATHEMATICS AND ORAL COMMUNICATION APPREHENSION: A BARRIER IN UNDERGRADUATE STUDENTS’ LEARNING EXPERIENCE?},
series = {4th International Technology, Education and Development Conference},
booktitle = {INTED2010 Proceedings},
isbn = {978-84-613-5538-9},
issn = {2340-1079},
publisher = {IATED},
location = {Valencia, Spain},
month = {8-10 March, 2010},
year = {2010},
pages = {1073-1080}}
TY - CONF
AU - F. Shahnaz Feroz AU - S. Indra Devi AU - F. Shahfinaz Feroz
TI - MATHEMATICS AND ORAL COMMUNICATION APPREHENSION: A BARRIER IN UNDERGRADUATE STUDENTS’ LEARNING EXPERIENCE?
SN - 978-84-613-5538-9/2340-1079
PY - 2010
Y1 - 8-10 March, 2010
CI - Valencia, Spain
JO - 4th International Technology, Education and Development Conference
JA - INTED2010 Proceedings
SP - 1073
EP - 1080
ER -
F. Shahnaz Feroz, S. Indra Devi, F. Shahfinaz Feroz (2010) MATHEMATICS AND ORAL COMMUNICATION APPREHENSION: A BARRIER IN UNDERGRADUATE STUDENTS’ LEARNING EXPERIENCE?, INTED2010 Proceedings, pp. 1073-1080.
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