Abstract:

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.

Keywords:

Mathematics apprehension, oral communication apprehension.