Math Anxiety Among Full-Time And Working First-Year Students In UAE

Abstract

Unlocking the complexities of math anxiety and attitudes toward College mathematics holds the key to unlocking academic success for first-year college students. This study integrated quantitative and qualitative methods to explore math anxiety and attitudes among full-time and working first-year students in the United Arab Emirates (UAE). Notably, a gap exists in understanding the experiences of these student groups, particularly in College Mathematics. Data collected during the early weeks of the first semester provided insights into students' initial challenges during this critical transition phase. Findings revealed varying levels of math anxiety between full-time and working students, with the latter, who often juggle work and study responsibilities, reporting higher anxiety levels. Despite this, working students exhibited a more positive outlook on the practical application of mathematics. Differences in anxiety-inducing scenarios highlight unique challenges influenced by students' life contexts. Furthermore, the study explored the emotional responses and perceived usefulness of College Mathematics, revealing contrasting outlooks between full-time and working students. The thematic analysis of students' comments emphasized the crucial role of faculty in shaping students' experiences, highlighting the importance of supportive teaching methods. The findings also emphasized the necessity of specific interventions and support systems to tackle the issue of math anxiety and enhance favorable learning encounters among students in their first year. This study contributes to our understanding of math anxiety in the context of first-year students' transition to college, emphasizing the importance of tailored support mechanisms to address the unique needs of these student populations.