A study on the role of student's mathematics anxiety and learning styles on solving calculus word problems

Students’ mathematics anxiety and learning styles are factors that impact mathematics learning. The aim of this research was to determine the relationship between students’ mathematics anxiety and learning styles with solving calculus word problems (SCWP) and their effect on each other. To do this, the ex-post facto research method was used. To collect data, mathematics anxiety questionnaire and learning style test were used. Their reliability and validity were already checked at Ferdowsi University of Mashhad. Also, a researchermade solving calculus word problem test has been used. The instructional objectives of the mentioned topic has been designed. Its content validity was confirmed by mathematics teachers and academic members. The research population consisted of all high school third grade mathematics and physics students (girls and boys) of Sabzevar in 2009-2010 academic year. Also, the research sample consisted of 143 students who were chosen randomly from the mentioned population. The results showed that there is a relationship between students’ mathematics anxiety, and learning styles with SCWP. Students with low mathematics anxiety perform better in SCWP than students with high mathematics anxiety. Students with field-independence learning style do better in SCWP than students with field-dependence learning style. Students with low mathematics anxiety and field-independence learning style perform better in SCWP than students with low mathematics anxiety and field-dependence learning style. In addition, the results of this study imply that the mathematical word problem test is a more distinctive and challenging for students than ordinary class tests. The result of this research can help teachers in designing mathematics homework and questions for students, with attention to students’ mathematics anxiety and learning styles.