Thesis - campus only access
Date of Award
Master of Science (MS)
The purpose of the researcher was to investigate mathematics anxiety in 9th, 10th, and 11th grade students. The five independent variables investigated were gender, grade level, socioeconomic status, mathematics achievement level, and mothers' highest educational level. The dependent variable was the scores from the Mathematics Anxiety Rating Scale-Adolescent. The sample consisted of 156 students in grades 9 through 11. 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 .0500 level of significance. A total of 18 comparisons were made plus 17 recurring. Of the 18 comparisons, 5 were for main effects and 13 for interactions. One of the 5 main effects was statistically significant at the .0500 level. The statistically significant main effect was for the independent variable mathematics achievement and the dependent variable mathematics anxiety. The results of the present study indicated that students who had low (0-69 percent) achievement in mathematics had statistically higher mathematics anxiety than those at all other levels of achievement. None of the 13 interactions was statistically significant at the .0500 level. The results of the present study appeared to support the following generalizations: students who have low achievement in mathematics have higher mathematics anxiety, and 2. students have very low mathematics anxiety.
McNeal, Carolyn L., "Mathematics Anxiety in the Secondary School" (1997). Master's Theses. 2645.
© 1997 Carolyn McNeil