Mathematics Anxiety Among First-Year University Omani Students

Abstract

This study explores the frequency and causes of mathematics anxiety in first-year university students in Oman, focusing on the influence of language obstacles. It looks at how the problems students face in comprehending and using English mathematical terminology limit their knowledge of mathematical subjects. English is the dominant medium of teaching in many higher education institutions in Oman. Limited exposure to discipline-specific vocabulary might cause anxiety and decrease students’ confidence in mathematics and English.

A mixed methods design was used for the investigation. Quantitative data were gathered by a standardised questionnaire to measure the levels of mathematical anxiety, English language confidence and perceived academic success. Data were examined using descriptive statistics and basic inferential techniques with Microsoft Excel. Further, qualitative data were collected through semi-structured interviews and were processed through thematic analysis to investigate the emotional, cognitive, and academic experiences of students in studying mathematics.

The results suggest students with a low confidence in both mathematics and English have far higher levels of mathematics anxiety, which in turn has a detrimental impact on their participation in the classroom and academic achievement. The results also reveal that previous educational experiences, instructional methods and cultural beliefs that mathematics is a hard subject lead to the emergence of anxiety.

The study indicates the significance of instructional approaches that involve language support in the teaching of mathematics. Such solutions can be beneficial in reducing mathematics anxiety, improving students’ confidence and creating more inclusive and effective learning environments in Omani higher education.