The relationship between math anxiety and student achievement of middle school students
Siebers, William Matthew, author
Cooner Gines, Donna, advisor
Frederiksen, Heidi, committee member
Gloeckner, Gene W., committee member
O'Donnell-Allen, Cindy, committee member
A 12-item Math Questionnaire (MQ) was developed and distributed to 381 middle school students in a northern Colorado middle school during the 2013-2014 school year. Data from the Transitional Colorado Assessment Program (TCAP) during the 2012-2013 school year were used to compare mathematics achievement to mathematic anxiety. Middle school grades consist of sixth, seventh, and eighth grade students who range in ages of 11 to 14 years old. Results from the quantitative study showed there were statistically significant differences between mathematics anxiety and achievement on TCAP. Students who have high mathematics anxiety tend to have low mathematics achievement. Other results showed that sixth grade students had less mathematics anxiety than seventh grade students. Sixth grade students had less mathematics anxiety compared to eighth grade students. Seventh grade students had a higher level of mathematics anxiety compared to eighth grade students. Lastly, results showed sixth grade students had the highest mathematics achievement across the middle school grades. Eighth grade students showed the lowest mathematics achievement compared to sixth and seventh grade. Overcoming mathematics anxiety is a recipe for success in helping students achieve and grow in mathematics. By understanding, recognizing, controlling, and coping with our mathematical anxiety, students can go further in mathematics than ever before (Boaler, 2008; Tobias, 1993). A number of recommendations for further research and implications for action are provided in chapter five of this study.