Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate mathematics anxiety in 6th grade students. The five independent variables investigated were gender, race, socioeconomic status, English language proficiency, and mathematics achievement level. The dependent variable was the scores from the Mathematics Anxiety Rating Scale-Elementary. The sample consisted of 151 students in the 6th grade, with the exception of the last composite null hypothesis. Due to lack of English speaking proficiency, a number of students did not take CTBS achievement tests; therefore, sample size for comparisons involving mathematics achievement level was reduced to 104. A status survey factorial design was employed using a three-way analysis of variance (general linear model). Five composite null hypotheses were tested at the .05 level of significance. A total of 17 comparisons were made with 17 recurring. Of the 17 comparisons were for main effects and 12 for interactions. Of the 5 main effects 4 were statistically significant at the .05 level. Of the 12 interactions 3 were statistically significant at the .05 level. The results of the present study appeared to support the following generalizations: 1. students with low achievement in mathematics have more mathematics anxiety than those with average achievement and greater; 2. the race and socioeconomic level of students should be interpreted concurrently; 3. the race, socioeconomic level, and gender of students should be interpreted concurrently; 4. the race and English as a Second Language status should be interpreted concurrently; and 5. students have low mathematics anxiety.

Keywords

Counseling

Advisor

Bill C. Daley

Date of Award

Spring 1995

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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