Generalized test anxiety and math anxiety are documented disorders that are especially prevalent amongst college students. College algebra has been proven to be the class most indicative of continued success in college, and by extension success in science, technology, engineering, and mathematic (STEM) career fields. The demand for STEM graduates is at an all-time high and is only continuing to increase, so it is necessary to both produce and retain STEM majors in their respective programs. The purpose of this study is to quantify math test anxiety in students enrolled in intermediate algebra courses and to formulate different coping, studying, and teaching methods in order to improve student performance and reduce stress levels in order to increase student persistence in STEM degree tracks. Many methods to alleviate student test anxiety have been proposed, but no studies exist that connect the proposed methods to their effectiveness as measured by biological assays. Such studies could serve as a monumental gauge of methods intended to assuage student math and test anxiety. From saliva collected from the students at chosen intervals, cortisol levels were measured and used as a stress biomarker through the implementation of an enzyme-linked immunosorbent assay (ELISA). Our initial analyses are indicative that cortisol levels are heightened after the subjects attend the intermediate algebra class, which does agree with the hypothesis initially postulated. Further study will need to be conducted in order to confirm the results initially derived, but early outcomes are promising.

Math anxiety and cortisol as a biomarker

253rd National Meeting (2017)

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