Master's Theses

Department

Social Work

Degree Name

Master of Science (MS)

Abstract

The purpose of the researcher was to investigate mathematics anxiety in seventh and eighth grade students. The 5 Independent variables investigated were gender, grade level, mathematics achievement level, and mother's educational level. The dependent variable was the scores from the Mathematics Anxiety Rating Scale-Adolescent. The sample consisted of 132 students in grades 7 and 8. 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. Two of the 5 main effects were statistically significant at the 0500 level. Of the 13 interactions 5 were statistically significant at the .0500 level. The results of the present study appeared to support the following generalizations: 1) the gender and mathematics achievement level of students should be interpreted concurrently; 2) the grade level and mathematics achievement level should be interpreted concurrently; 3) the gender, grade level, and socioeconomic status should be interpreted concurrently; 4) the mathematics achievement level and socioeconomic status should be interpreted concurrently, 5) the socio-economic status and mothers' educational level should be interpreted concurrently.

Keywords

Counseling

Advisor

Bill C. Daley

Date of Award

Summer 1998

Document Type

Thesis - campus only access

Rights

© The Author(s)

Comments

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