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International Journal of Applied Research
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ISSN Print: 2394-7500, ISSN Online: 2394-5869, CODEN: IJARPF

Impact Factor: RJIF 8.4

International Journal of Applied Research

Vol. 6, Issue 8, Part C (2020)

Gender difference in mathematics anxiety at secondary school teachers of Bangladesh

Author(s)
Md. Billal Hossain
Abstract
The purpose of this study was to investigate the impact of gender of secondary teachers on mathematics anxiety. The participants in the study were 242 in-service secondary school teachers who taught mathematics at secondary level where 193 (79.8%) of them were male teachers and 49 (20.2%) were female teachers. McAnallen Anxiety in Mathematics Teaching Survey (MAMTS, 2010) was used as the instrument containing 25 items where 13 items were related to the professional mathematics anxiety and 12 items were related to the personal mathematics anxiety. Out of 25 items of MAMTS, 12 items were positively worded and 13 items were negatively worded. The positive and negative items were not arranged in the original scale serially. Piloting was done to ensure the validity and reliability of the tools for data collection. There was a significant difference of personal math anxiety scores between male and female teachers where females had more anxiety levels than males in mathematics. But there was no enough evidence in favor of difference between male and female teachers in math teaching anxiety. Specifically females were more anxious than males in the category of high level but males were more anxious than females at moderate level for both personal mathematics anxiety and in mathematics teaching anxiety. It can be concluded that females were not always behind from males in respect of mathematics anxiety. We need to consider females equally as males for training in mathematics. Girls should be encouraged to take mathematics at every level.
Pages: 177-181  |  36 Views  2 Downloads
How to cite this article:
Md. Billal Hossain. Gender difference in mathematics anxiety at secondary school teachers of Bangladesh. Int J Appl Res 2020;6(8):177-181.
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International Journal of Applied Research