Analysis of Anxiety, Motivation, and Confidence of STEM Students during the COVID-19 Pandemic

Autor/inn/en	Soysal, Dilek; Bani-Yaghoub, Majid; Riggers-Piehl, Tiffani A.
Titel	Analysis of Anxiety, Motivation, and Confidence of STEM Students during the COVID-19 Pandemic
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 2, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Soysal, Dilek) ORCID (Bani-Yaghoub, Majid) ORCID (Riggers-Piehl, Tiffani A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1306-3030
Schlagwörter	Mathematics Anxiety; Learning Motivation; Self Efficacy; Undergraduate Students; Calculus; COVID-19; Pandemics; STEM Education; Missouri (Kansas City) + Suchen Sie Ihr Suchwort? Motivation for studies; Lernmotivation; Self-efficacy; Selbstwirksamkeit; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; STEM
Abstract	The current COVID-19 pandemic has largely impacted the academic performance of several college students. The present study is concerned with the effects of the COVID-19 pandemic on students pursuing a STEM (science, technology, engineering, and mathematics) degree. We collected weekly survey data (w=9) of students (n=53) taking calculus courses during the COVID-19 pandemic. Using the self-reported survey data, we investigated the temporal variations in the levels of anxiety, motivation, and confidence of STEM students. Studies on temporal changes to math anxiety are scarce. The present work aims to fill this gap by analyzing longitudinal survey data associated with math anxiety. Furthermore, using descriptive and inferential statistical methods such as one-way ANOVA, we analyzed the data with respect to gender and academic level. Our results indicated that male and freshman/sophomore (F/Sp) STEM students had higher levels of increased anxiety due to COVID-19. Female and F/Sp STEM students had higher levels of motivation, whereas junior/senior (J/S) and male students exhibited higher levels of confidence. Time series analysis of the data indicated that the levels of motivation and confidence significantly dropped toward the end of the semester, whereas the level of anxiety increased in all groups. Also, the use of math resources (such as tutoring and supplemental instruction) has significantly reduced during the COVID-19 pandemic. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01