Communication Students' Mathematics Anxiety: Implications for Research Methods Instruction

This study examined indicators of math and speaking competence in three student major categories (N = 263). Communication (n = 178), business (n = 58), and liberal arts (n = 27) majors completed scales measuring math anxiety (Betz, 1978), math performance (Dowling, 1978), math self-efficacy, and public speaking apprehension (McCroskey, 1982). These variables explained 27.5% of the variance in reported major. Business majors had higher math performance and math self-efficacy scores and lower math anxiety scores than persons majoring in communication or liberal arts, whereas communication majors reported lower public speaking apprehension scores than business or liberal arts majors. Sex differences were found on all mathematics variables, with females scoring higher in math anxiety and lower in math self-efficacy and performance than males. Findings are examined for their implications concerning research methods instruction.

Keywords:

• Math Anxiety
• Math Self-efficacy
• Public Speaking Apprehension
• Research Methods Instruction

Notes

Group 1 = communication majors; Group 2 = business majors; Group 3 = liberal arts majors. η ² = Adjusted R² values.

∗Indicates that business majors reported lower math anxiety than groups 1 and 3 (p < .001).

†Indicates that business majors reported higher math self-efficacy than groups 1 and 3 (p < .001).

‡Indicates that business majors scored higher on math performance than group 1 (p < .01).

^§Indicates that communication majors reported lower p.s. apprehension than groups 2 and 3 (p < .01).

Additional information

Notes on contributors

Raymond D. Baus

Raymond D. Baus is Associate Professors in the Department of Communication at the University of Wisconsin, Whitewater, Wisconsin.

S.-A. Welch

S.-A. Welch is Associate Professors in the Department of Communication at the University of Wisconsin, Whitewater, Wisconsin.