Jon Warwick, London South Bank University
نویسنده
چکیده
As reported in a previous paper, teaching mathematics to non-specialist undergraduate students in the UK has become particularly problematic in recent years. A larger scale survey of first year undergraduate students was subsequently undertaken to explore levels of mathematical anxiety among the student group. This paper illustrates and reports on the application of Rasch analysis to these survey results in order to explore the performance of the questionnaire as an instrument for measuring mathematical anxiety. The Rasch analysis enables the efficacy of questionnaire items to be explored together with the consistency of the responses recorded. Some specific weaknesses in the questionnaire items are revealed by the analysis.
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