Anxiety about Math, namely Math Anxiety, may hinder people from learning Math and even other subjects since Math Anxiety might cause a series of anxiety reaction and thereby result in both learning performance and advanced-learning motivation. The purpose of the study is to help students to mitigate Math Anxiety with appropriate approaches, and thereby improve their learning performance.
Sharing the same attributes of Situational Anxiety with Test Anxiety, Math Anxiety, usually regarded as the biggest obstacle in Math learning, points out a kind of emotional anxiety arising from handling number or from utilizing Math concepts. As for Test Anxiety, it’s the primary component of Math Anxiety. Test Anxiety, a kind of psychological disturbance, might hamper students’ Math reasoning with negative emotional reaction. In general, the effects of Test Anxiety on students’ learning are more critical than those of student’ talents, of teachers’ education methodology, and of schools’ course arrangement. We suppose that Test Anxiety can be explored by three dimensions, namely Emotion, Perception, and Physiology, and be mitigated by appropriate education methods and assistance strategies. Regarding the advantage of Ellis’ Rational Emotive Behavior Therapy in directly and quickly revise students’ internal belief and value, we adopt it as the main experimental approach, given the criteria of study practical-value, time-efficiency, and objective-requirement
The study body is students of A Case Study at Song Shan High School of Commerce and Home Economics. With well-designed anxiety scale towards Math exam meeting sound validity and reliability, we measure the anxiety difference between those students accepting professional assistance, namely the experiment group, and those under otherwise circumstance, namely the control group. We learn that, in common anxiety factors, students’ most feeling statuses include panic, annoyance, nervousness, crash sense. In excess anxiety factors, those feelings include pessimistic attitude, dizziness, physiological discomfort, and hindered eyesight. Prior to the professional assistance, the experiment group’s anxiety extent in both common anxiety and excess anxiety is higher than the control group. After 40 days of Rational Emotive Behavior Therapy, the experiment group’s anxiety degree of pretest is lower than that of post-test; moreover, it’s even lower than that of control group. Also, the standard deviation of anxiety score is lowered. On the contrary, the control’s group’s anxiety degree of excess anxiety dimension becomes severer, and the standard deviation is raised.
The study suggests that with teachers’ timely professional assistance it’s helpful to understand student’s learning, and thereby to lower The group of high Mathematic test anxiety students’ anxiety extent and to raise The group of low learning achievement students’ learning performance, while the assistance might not lead to obvious improvement of high academic achievement students’ anxiety degree.