Overcoming Mathematics Anxiety in Studying Organizational Communication Statistics Through a Research-based Instructional Module

Abstract

Statistics is a mathematically-based course that is required in various degree programs in almost all academic institutions. Unfortunately, it is now widely acknowledged that many students experience a considerable mathematics anxiety as they have come to fear and despise mathematics, particularly the study of statistics. This descriptive-prescriptive study sought to design a research-based instructional module in OrCom 155 or Organizational Communication Statistics that will help BA Organizational Communication students of the University of the Philippines Manila overcome mathematics anxiety. In the descriptive phase of the study, the level and causes of mathematics anxiety among BA OrCom students as well as the design specifications for the OrCom 155 instructional module were identified using a survey instrument. In the prescriptive phase, the OrCom 155 instructional module as a final output of this research was designed based on the results of the descriptive phase. From the entire population of 257 students enrolled in the BA OrCom program for the Second Semester of the Academic Year 2006-2007, 72 respondents were randomly selected for the survey, four of them have an irregular student status. The respondents revealed that the performance of BA OrCom students in math subjects is not excellent or outstanding as shown by their grades. Most of the respondents also revealed that they experience anxiety, fear and negative feeling in undertaking math subjects. They likewise confirmed that their classmates in math subjects also, feel anxious in class. These findings verify that there is a high level of mathematics anxiety among BA OrCom students. The causes of mathematics anxiety among BA OrCom students, as identified by the respondents, include the complexity of formulas, failure in past math examinations, difficulty of the subject, unavailability of an instructional module, negative perception or impression on math instructors, negative experiences in past math classes, perceived uselessness of mathematics, low personal esteem or innate inferiority, difficulty of an available instructional module, and non- conducive classroom atmosphere. To help BA OrCom students overcome mathematics anxiety in studying statistics, a research-based OrCom 155 instructional module is designed to address their high level of mathematics anxiety and its leading causes which include the complexity of formulas, their failure in past math examinations, difficulty of the subject and the unavailability of an instructional module. The OrCom 155 instructional module is designed based on design specifications that BA OrCom students identified such as parts or contents, specific topics, factors in the design and packaging, and physical appearance. The parts or contents to be included in an OrCom 155 instructional module are test questions and other forms of examinations, problem-solving examples in OrCom context, list of statistical formulas, glossary of terms, body of contents, knowledge and information, summaries and guide notes, graphs, pictures and other illustrations, course overview and objectives, and table of contents. An OrCom 155 instructional module should put emphasis on specific topics that are helpful in OrCom research and thesis writing. Other specific topics such as statistical applications and methods should likewise be included. The factors in the design and packaging of an instructional module such as clear organization and adequacy of ideas, accuracy of content and information, fluency and understandability of language, high adaptability and appropriateness to the needs of students, reasonability of cost, durability of packaging, and attractiveness and simplicity, must also be considered. For the physical appearance, an OrCom 155 instructional module should have a softbound or paperback cover, portrait page orientation with a letter page size (8 h by 11 inches), thickness from 51 to 100 leaves, and size 12 Arial font style for the text. This study recommended that the OrCom 155 instructional module designed as the final output of this research be subjected to pilot-testing to realize its extent of effectiveness in helping BA OrCom students overcome mathematics anxiety. The instructional module can also be subjected to content validation and other evaluation procedures, and may consider the teacher factor in assessing the fluency of the language used and its adaptability to the students. It can also be tested for individualized instruction and for a curriculum in a distance learning program. Lastly, the instructional module is recommended for use by the Department of Arts and Communication since there is no available instructional module for teaching OrCom 155 or Organizational Communication Statistics.