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A Phenomenological Study of College Students in Developmental Mathematics Classes Experiences with Mathematics and Computer Anxiety

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Bibliographic Details
Title: A Phenomenological Study of College Students in Developmental Mathematics Classes Experiences with Mathematics and Computer Anxiety
Language: English
Authors: Murphy, Daniel Lee
Source: ProQuest LLC. 2018Ed.D. Dissertation, Liberty University.
Availability: ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Peer Reviewed: N
Page Count: 176
Publication Date: 2018
Document Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Descriptors: Phenomenology, College Students, Remedial Mathematics, Computer Attitudes, Mathematics Anxiety, Attitude Measures, College Mathematics
Geographic Terms: Virginia
Assessment and Survey Identifiers: Computer Anxiety Scale
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
Abstractor: As Provided
Entry Date: 2018
Access URL: https://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqm&rft_dat=xri:pqdiss:10811601
Accession Number: ED586458
Database: ERIC
Description
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. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]