Physics Language Anxiety among Students in Introductory Physics Course
Rex Taibu 1 * , Franca Ferrari-Bridgers 1
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1 Queensborough Community College of The City University of New York, USA
* Corresponding Author

Abstract

In this research an instrument was developed to measure students’ anxiety about the jargon of physics. Levels of anxiety were then compared with student content performance and general classroom anxiety. Anxiety levels were also compared based on students’ language of origin (native vs. nonnative English speaking students). Statistical analyses indicated that the created instrument was reliable and that a larger percentage of students admitted that the vocabulary of physics creates anxiety in their physics learning and that fear of communication apprehension was prevalent than fear of peer evaluation. There was a negative but small correlation between anxiety about physics vocabulary and student course performance. The correlation between anxiety about physics vocabulary and general classroom anxiety was moderate. There was no significant difference in levels of anxiety between native and nonnative English-speaking students. A comparison between results of this research and previous studies (theories) sheds more light into the implications for conducting studies relating to academic anxiety.

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This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

https://doi.org/10.29333/ejmste/111993

EURASIA J Math Sci Tech Ed, 2020 - Volume 16 Issue 4, Article No: em1835

Publication date: 25 Jan 2020

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