• Anxiety in action.

      Gulick, Mimi E. (2013-01-24)
      Math Anxiety is a term used to describe the anxious symptoms felt by those who suffer from it while confronted with mathematics. This study investigated the levels of math anxiety experienced by college students. It was hypothesized that students in non-major mathematics courses would score higher on the Gulick Math Anxiety Scale than their peers enrolled in mathematics courses for mostly mathematics majors. Furthermore, those students who identified themselves as having medium to high levels of math anxiety, would attribute that anxiety to a negative past experience in a mathematics classroom. Data collected was both qualitative and quantitative in nature, and revealed that students in the non-major classes scored higher on the Gulick Math Anxiety Scale than the students in the classes for mostly mathematics majors. The math anxiety that existed in students was highest when associated with testing anxiety, and the main reason students reported math anxiety was due to a lack of confidence.
    • Reading anxiety among Arabic speaking students.

      Kress, Michelle T. (2015)
      Reading anxiety can become a great hindrance to an Arabic speaking student’s language acquisition. The anxiety acts as a barrier to the reading process making it difficult for the student to be able to decode or interact with the text (Krashen, 1983). There is still a limited amount of research with Arabic student participants and focus has been mostly given to other areas of language anxiety (Ahmad et al., 2013; Horwitz, 2010; Horwitz, Horwitz & Cope, 1986; Huang, 2012; Saito, Horwitz & Garza, 1999). Therefore, the present study investigated Arabic speaking high school students and teachers’ perceptions of the factors that correlate with reading anxiety. A five point Likert scale survey adapted from the research of Ahmad et al. (2013) was implemented to investigate student perceptions. Observations and interviews were conducted to investigate teacher perceptions. Strategy instruction was examined through observations to see whether or not teachers were incorporating strategies within the classroom to reduce reading anxiety. It was found that the Arabic students were suffering from reading anxiety and teachers were finding it difficult to generate effective strategies to alleviate their reading anxiety. Further research is necessary to determine effective strategies and methods for Arabic students to reduce reading anxiety.