Addressing Math Anxiety: Strategies for Building Confidence and Competence
DOI:
https://doi.org/10.65339/ijsis.V1.I2.106Keywords:
Collaborative Learning, Growth Mindset, Instructional Strategies, Mathematics Anxiety, Mathematical Competence, Self-Efficacy, Teacher Feedback, Technology-Based ToolsAbstract
This study examined strategies for addressing mathematics anxiety and strengthening confidence and competence among college mathematics students at Immaculada Concepcion College. It was anchored in Self-Efficacy Theory (Bandura, 1977), Social Constructivist Theory (Vygotsky, 1978), Cognitive Load Theory (Sweller, 1988), and Growth Mindset Theory (Dweck, 2006), and further adopted the proposed Confidence-Cultivation and Anxiety-Reduction Model (CCARM). A mixed-methods research design was employed among 99 college mathematics students recruited through convenience sampling. Data were gathered using a survey questionnaire and semi-structured interviews and were analyzed through weighted mean, percentage, and thematic analysis. Instructional strategies were rated somewhat effective, with an overall weighted mean of 3.98, while growth mindset interventions produced a moderate impact on mathematics anxiety with a weighted mean of 3.08. Technology-based tools were rated somewhat effective in reducing anxiety with a weighted mean of 3.72, whereas collaborative learning produced a moderate reduction with a weighted mean of 3.21. Teacher feedback and encouragement received a weighted mean of 4.23 and were considered important in mathematics learning. Students emphasized interactive activities, real-world applications, personalized support, collaboration, accessible technology, and constructive feedback, although distraction and excessive dependence on applications were identified as limitations. The study concluded that reducing mathematics anxiety requires a combination of interactive instruction, growth mindset interventions, supportive environments, collaborative learning, appropriate technology use, and positive teacher feedback. It recommended integrating these approaches and conducting longitudinal research to examine their long-term effects. The study aligns with SDG 4, Quality Education, and SDG 3, Good Health and Well-Being by addressing barriers to mathematics learning and students’ emotional experiences. Its sustainability impact lies in supporting educational, institutional, social, and technological practices that promote sustained participation, confidence, and success in mathematics.
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