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Abstract
Mathematics and science anxiety among pre-service teachers is an important issue, particularly when considering its potential impact on their ability to teach mathematics and science effectively. This study explores the levels of mathematics and science anxiety among pre-service teachers and investigates if there are gendered patterns within this context. The study employs a quantitative research approach to collect and analyze data from a sample of pre-service teachers enrolled in science education program at one university in South Africa. The research design involves a non-experimental descriptive study approach, utilizing survey instruments to gather data on the responses of 29 female and 39 male pre-service teachers specializing in physical science education. The science-math anxiety scale questionnaire was employed to measure the levels of math, chemistry, and physics anxiety. A self-designed questionnaire was also developed to collect demographic information from pre-service teachers. The data was examined using statistical package for the social sciences, specifically version 29.0. Descriptive statistics were utilized to characterize the overall levels of math, chemistry, and physics anxiety in the sample. To explore gendered patterns, non-parametric statistics were employed to compare the mean of math, chemistry, and physics anxiety scores between male and female pre-service teachers. The study’s findings revealed high levels of mathematics and chemistry anxiety among the participants, and especially among female pre-service teachers. The findings of this study have practical implications for teacher education programs aiming to create inclusive and supportive environments for pre-service teachers. Understanding the gendered nature of mathematics and science anxiety can inform the development of targeted interventions and pedagogical strategies that address the specific needs of male and female pre-service teachers. Ultimately, this study contributes to the ongoing discourse on math and science anxiety, emphasizing its relevance in the unique context of math and science education and the gendered dynamics that may shape pre-service teachers’ experiences and, consequently, their effectiveness as future math and science teachers.
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Article Type: Research Article
EURASIA J Math Sci Tech Ed, Volume 21, Issue 1, January 2025, Article No: em2564
https://doi.org/10.29333/ejmste/15800
Publication date: 02 Jan 2025
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