Computer-Based Instruction (CBI): Effects On The Mathematics Anxiety And Performance Of Isatu-Dumangas Campus Students

Abstract

Mathematics is difficult, obscure, and of little interest to certain people. This negative perception often creates anxiety among students. Mathematics anxiety is the result of the student’s negative attitude or embarrassing experience with their Mathematics teachers in previous years. Such an experience can leave a student believing him or her deficient in Mathematics ability. This belief may result to poor performance, which serves as confirming evidence to the student. The study determined the effects of Computer-Based Instruction (CBI) on Mathematics anxiety and performance of ISATU-Dumangas Campus students. This quasi-experimental research employed 60 BSIT (Information Technology) students in two sections; one experimental group and the other, control group. These students took Discrete Mathematics, which covers formal logic, set theory, number theory, relation and functions, matrices and counting principles and probability. CBI was employed in the Experimental Group while board-work was employed in the Control Group for one semester. Pre-tests and post-tests were given, both in their anxiety level (by Ellen Freedman, 2006) and Discrete Mathematics subject. Students’ high anxiety level was significantly lowered after the intervention on the use of CBI was given. In terms of their performances, both groups had fair performance before the intervention. After the intervention was given, both groups significantly improved their scores but the performances of those who were in the experimental group were significantly higher than those in the control group. Anxiety level is negatively associated with students’ performance in Mathematics. Students suffer high level of anxiety in Mathematics. CBI (Computer-based instruction) does not only improve students’ performance but also lessens their anxiety in Mathematics. Anxiety level is associated with performance in Mathematics; the lower the anxiety level, the better performance in Mathematics. Similar study that involves students from other courses who also take Mathematics as part of their course requirement is hereby recommended to validate the result of the present study. In terms of the performance assessment, the researcher recommends that performance shall be evaluated per topic and can be consolidated at the end of the intervention.