Investigating the Relationship Between Mathematics Anxiety and Mathematics Achievement of Primary School 4th Grade Students

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Makale detayları

Investigating the Relationship Between Mathematics Anxiety and Mathematics Achievement of Primary School 4th Grade Students

Yazarlar:

N.A.

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 3, pp.498-512

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293676

pISSN:

2147-9844

Anahtar kelimeler:

Özet:

 Purpose: The aim of this study is to examine the relationship between the mathematics anxiety of primary school fourth- grade students and their mathematics achievement and to determine the factors that create mathematics anxiety. DesignMethodologyApproach: Explanatory sequential design, one of the mixed-method designs, was employed in the study. The sample of the study consisted of 636 fourth-grade students studying at 14 schools in the central district of Erzincan in the 2018-2019 academic year and 27 students selected for semi-structured interviews. The data of the study were collected through the Mathematics Anxiety Scale and Mathematics Anxiety Semi-Structured Interview Form developed by the researcher. In the analysis of the data obtained within the scope of the research, descriptive statistics, multivariate analysis of variance MANOVA, LSD test statistics, a pairwise comparison technique, Pearson moment multiplication correlation, multiple linear regression analysis and content analysis were used. Findings: When the results of the study were examined, it was found that primary school fourth-grade students scores on the math anxiety exam dimension are high, there is no significant difference between the mean scores of mathematics anxiety in terms of gender variable, there is a negative relationship between the mathematics anxiety levels of students and their mathematics lesson achievement, and the mathematics anxiety level of the students predicts the mathematics lesson achievement. Highlights: It was determined that the factors that create the mathematics anxiety of primary school fourth-grade students are teacher-related, student-related, family and friend-related, lesson-related, and exam-related.

 Purpose: The aim of this study is to examine the relationship between the mathematics anxiety of primary school fourth- grade students and their mathematics achievement and to determine the factors that create mathematics anxiety. DesignMethodologyApproach: Explanatory sequential design, one of the mixed-method designs, was employed in the study. The sample of the study consisted of 636 fourth-grade students studying at 14 schools in the central district of Erzincan in the 2018-2019 academic year and 27 students selected for semi-structured interviews. The data of the study were collected through the Mathematics Anxiety Scale and Mathematics Anxiety Semi-Structured Interview Form developed by the researcher. In the analysis of the data obtained within the scope of the research, descriptive statistics, multivariate analysis of variance MANOVA, LSD test statistics, a pairwise comparison technique, Pearson moment multiplication correlation, multiple linear regression analysis and content analysis were used. Findings: When the results of the study were examined, it was found that primary school fourth-grade students scores on the math anxiety exam dimension are high, there is no significant difference between the mean scores of mathematics anxiety in terms of gender variable, there is a negative relationship between the mathematics anxiety levels of students and their mathematics lesson achievement, and the mathematics anxiety level of the students predicts the mathematics lesson achievement. Highlights: It was determined that the factors that create the mathematics anxiety of primary school fourth-grade students are teacher-related, student-related, family and friend-related, lesson-related, and exam-related.

 Purpose: The aim of this study is to examine the relationship between the mathematics anxiety of primary school fourth- grade students and their mathematics achievement and to determine the factors that create mathematics anxiety. DesignMethodologyApproach: Explanatory sequential design, one of the mixed-method designs, was employed in the study. The sample of the study consisted of 636 fourth-grade students studying at 14 schools in the central district of Erzincan in the 2018-2019 academic year and 27 students selected for semi-structured interviews. The data of the study were collected through the Mathematics Anxiety Scale and Mathematics Anxiety Semi-Structured Interview Form developed by the researcher. In the analysis of the data obtained within the scope of the research, descriptive statistics, multivariate analysis of variance MANOVA, LSD test statistics, a pairwise comparison technique, Pearson moment multiplication correlation, multiple linear regression analysis and content analysis were used. Findings: When the results of the study were examined, it was found that primary school fourth-grade students scores on the math anxiety exam dimension are high, there is no significant difference between the mean scores of mathematics anxiety in terms of gender variable, there is a negative relationship between the mathematics anxiety levels of students and their mathematics lesson achievement, and the mathematics anxiety level of the students predicts the mathematics lesson achievement. Highlights: It was determined that the factors that create the mathematics anxiety of primary school fourth-grade students are teacher-related, student-related, family and friend-related, lesson-related, and exam-related.

 Purpose: The aim of this study is to examine the relationship between the mathematics anxiety of primary school fourth- grade students and their mathematics achievement and to determine the factors that create mathematics anxiety. DesignMethodologyApproach: Explanatory sequential design, one of the mixed-method designs, was employed in the study. The sample of the study consisted of 636 fourth-grade students studying at 14 schools in the central district of Erzincan in the 2018-2019 academic year and 27 students selected for semi-structured interviews. The data of the study were collected through the Mathematics Anxiety Scale and Mathematics Anxiety Semi-Structured Interview Form developed by the researcher. In the analysis of the data obtained within the scope of the research, descriptive statistics, multivariate analysis of variance MANOVA, LSD test statistics, a pairwise comparison technique, Pearson moment multiplication correlation, multiple linear regression analysis and content analysis were used. Findings: When the results of the study were examined, it was found that primary school fourth-grade students scores on the math anxiety exam dimension are high, there is no significant difference between the mean scores of mathematics anxiety in terms of gender variable, there is a negative relationship between the mathematics anxiety levels of students and their mathematics lesson achievement, and the mathematics anxiety level of the students predicts the mathematics lesson achievement. Highlights: It was determined that the factors that create the mathematics anxiety of primary school fourth-grade students are teacher-related, student-related, family and friend-related, lesson-related, and exam-related.

Makale detayları

Investigating the Relationship Between Mathematics Anxiety and Mathematics Achievement of Primary School 4th Grade Students

Yazarlar:

N.A.

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 3, pp.498-512

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293676

pISSN:

2147-9844

Mathematics Anxiety

Anxiety

Primary School

Mathematics

Academic Achievement

Sayı

Makale detayları

Investigating the Relationship Between Mathematics Anxiety and Mathematics Achievement of Primary School 4th Grade Students

Yazarlar: N.A.

Yayıncı: Kastamonu University

Ana Başlıklar: Matematik Eğitimi

Dergi: Kastamonu Eğitim Dergisi Vol.31 Issue 3, pp.498-512

Belge Tipi: Makale

Yayın Tarihi: 7/2023

Belge Dili: İngilizce

Document ID (Org No.): 2001293676

pISSN: 2147-9844

Mathematics Anxiety

Anxiety

Primary School

Mathematics

Academic Achievement

Sayı

Yazarlar:

N.A.

Yayıncı:

Kastamonu University

Ana Başlıklar:

Matematik Eğitimi

Dergi:

Kastamonu Eğitim Dergisi Vol.31 Issue 3, pp.498-512

Belge Tipi:

Makale

Yayın Tarihi:

7/2023

Belge Dili:

İngilizce

Document ID (Org No.):

2001293676

pISSN:

2147-9844