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Anxiety and lack of motivation as factors affecting success rates in bridging mathematics

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dc.contributor.advisor Dicker, Anne-Mari Sofowora, Samson Oluwaseun 2016-02-17T07:28:38Z 2016-02-17T07:28:38Z 2014-11
dc.identifier.citation Sofowora, Samson Oluwaseun (2014) Anxiety and lack of motivation as factors affecting success rates in bridging mathematics, University of South Africa, Pretoria, <> en
dc.description.abstract The aversion to the study of mathematics and the resultant poor performance by students generally cannot be overemphasized and this still poses a great threat to the needed skills in the science, technology and commerce sector in South Africa. This study therefore tends to explore the importance of Mathematics to students and the economy globally by focusing on which contributive psychological factors are responsible for low performance in mathematics among Pre degree students as a case study. In addition also, the teaching and learning strategies used in the classroom that will help curb mathematics anxiety among students will be looked into. Furthermore a test to ascertain if poor teaching methods or pedagogical content knowledge of mathematics’ teachers influence anxiety thereby leading to poor performance in mathematics will be carried out. By utilizing a mixed method approach, an integration of the qualitative and quantitative approaches, the study attempted to provide an insight into the poor performances in Mathematics by Pre-degree students in a Private Institution of higher learning by exploring the following affective domains: 1) Anxiety 2) Motivation (lack of either the Internal & External type) and also considering the teaching strategies adopted on the other hand. The theoretical framework applied to this study was three fold in nature, namely, to investigate the nature of the relationship between mathematics anxiety and mathematics achievement on one side, secondly, to investigate the nature of the relationship between motivational orientation and mathematics achievement on the other side. Finally, it will investigate the relationship between teaching methods and mathematics achievement. The major findings that emanated from this study were as follows: there is a strong impact of the affective factors (anxiety, beliefs, emotions and motivation) on mathematics learning and success rates among Pre-degree students in South Africa. This study shows the importance of affective factors (such as anxiety, negative attitude, lack of motivation) in determining the success and or failure of mathematics learning, with the intention of promoting and encouraging positive traits, attitudes and beliefs in the students. The issue of teaching strategies was however not of a strong impact on success rates in bridging mathematics among the students as their lecturers were commended to be on top of their subject, but only that strategies to teaching mathematics must be dynamic, effective and varied as much as possible to meeting the students diverse learning styles . en
dc.format.extent 1 online resource (xiii, 220 leaves) : illustrations (some color) en
dc.language.iso en en
dc.subject Pre-degree Foundational Programme en
dc.subject Bridging mathematics en
dc.subject Mathematics anxiety en
dc.subject Intrinsic and extrinsic motivations en
dc.subject Teaching strategies en
dc.subject Affective and cognitive domains en
dc.subject Transformative paradigm en
dc.subject.ddc 510.71168221
dc.subject.lcsh Mathematics -- Study and teaching (Higher) -- South Africa -- Johannesburg -- Case studies en
dc.subject.lcsh Motivation in education -- South Africa -- Johannesburg --Case studies en
dc.subject.lcsh Academic achievement -- South Africa -- Johannesburg -- Psychological aspects -- Case studies en
dc.subject.lcsh Anxiety -- South Africa -- Johannesburg -- Case studies en
dc.subject.lcsh College students -- South Africa -- Johannesburg -- Psychology -- Case studies en
dc.title Anxiety and lack of motivation as factors affecting success rates in bridging mathematics en
dc.type Dissertation en
dc.description.department Mathematics Education en M. Ed. (Mathematics Education)

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