Master's Theses

Date of Award

Summer 1998

Degree Name

Master of Science (MS)

Department

Social Work

Advisor

Bill Daley

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.

Rights

Copyright 1998 Julie A. Nienke

Comments

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