Date
6-2018
Department
School of Education
Degree
Doctor of Education (EdD)
Chair
Meredith J Park
Keywords
Computer Anxiety, Computers, Developmental Mathematics, Mathematics, Mathematics Anxiety, Self-Efficacy
Disciplines
Education | Higher Education | Other Education | Science and Mathematics Education
Recommended Citation
Murphy, Dan, "A Phenomenological Study of College Students in Developmental Mathematics Classes Experiences with Mathematics and Computer Anxiety" (2018). Doctoral Dissertations and Projects. 1753.
https://digitalcommons.liberty.edu/doctoral/1753
Abstract
No research has been conducted on college students in developmental mathematics classes struggling with both mathematics anxiety and computer anxiety in a qualitative manner. Prior studies have dealt with college students in developmental mathematics classes struggling with mathematics anxiety and college students in developmental mathematics classes struggling with computer anxiety. The purpose of this transcendental phenomenological study was to describe the experiences of students taking developmental mathematics who self-report both mathematics anxiety and computer anxiety. The theory guiding this study was the social cognitive theory by Bandura (1986) as modeling is a key component in the learning of mathematics, especially in a social, computer classroom setting. A purposive sampling of students in developmental mathematics classes located in a Central Virginia university was asked to complete both the Abbreviated Mathematics Anxiety Scale (AMAS) and the Computer Anxiety Rating Scale (CARS). The participants who volunteered took part in an open-ended semi-structured interview, which gathered common themes and rich descriptions of the phenomenon of experiencing mathematics anxiety and computer anxiety.
Included in
Higher Education Commons, Other Education Commons, Science and Mathematics Education Commons
