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An Investigation of Mathematics Anxiety Across Third, Fourth, and Fifth Grade
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An Investigation of Mathematics Anxiety Across Third, Fourth, and Fifth Grade
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Description
Identifier
Thesis
1923
Author
Begley, Tracy A.
Title
An
Investigation
of
Mathematics
Anxiety
Across
Third
,
Fourth
, and
Fifth
Grade
Publisher
Central Connecticut State University
Date of Publication
2007
Resource Type
Master's Thesis
Abstract
Numerous
studies
can
be
found
regarding
the
development
of
mathematics
anxiety
with
secondary
and
college
level
students
.
However
,
little
can
be
found
providing
evidence
of
mathematics
anxiety
in
elementary
school
students
. In an
attempt
to
offer
more
research
in this
field
with
younger
students
, this
study
evaluated
students
'
mathematics
anxiety
in
grades
third
,
fourth
, and
fifth
to
determine
whether
mathematics
anxiety
increases
across
(a)
third
and
fourth
grade
,
(b)
fourth
and
fifth
grade
, and
(c)
third
and
fifth
grade
.
Data
was also
used
to
determine
whether
scores
differed
from
each
other
as a
function
of
grade
or
gender
.
Finally
,
survey
questions
were
analyzed
to
determine
which
type
of
anxiety
the
students
responded
most
negatively
towards
across
each
of the
three
grades
:
test
anxiety
or
numerical
anxiety
. The
Mathematics
Anxiety
Rating
Scale
,
Elementary
Form
(MARS-E)
was
utilized
to
obtain
the
mathematics
anxiety
scores
from
each
of the
students
in
grades
third
,
fourth
, and
fifth
.
Analysis
of
variance
tests
were
performed
with
both
populations
:
unmatched
and
matched
sample
sizes
from
each
of the
three
grades
.
Initial
conclusions
from an
unmatched
sample
provided
weak
evidence
supporting
an
increase
in
mathematics
anxiety
across
third
and
fifth
grade
with
no
significant
difference
across
third
and
fourth
grade
as
well
as
across
fourth
and
fifth
grade
. A
second
analysis
performed
with
equal
sample
sizes
supported
the
initial
findings
that there was
no
significant
difference
across
the
third
and
fourth
grade
or
across
the
fourth
and
fifth
grade
. This
analysis
differed
from the
first
in that
it
demonstrated
no
significant
difference
across
the
third
and
fifth
grade
.
No
evidence
was
found
indicating
that there was an
interaction
between
grade
and
gender
for
either
of the
unmatched
or
matched
samples
for
each
of the
three
grades
.
Finding
the
mode
for
each
of the
survey
questions
within
each
grade
determined
which
levels
of
anxiety
occurred
the
most
for
each
question
.
Highest
levels
of
anxiety
were
found
to
occur
the
most
for the
same
test
anxiety
items
in
both
the
third
and
fourth
grades
,
while
the
highest
levels
of
anxiety
across
the
third
,
fourth
, and
fifth
grades
were
split
between
test
anxiety
and
numerical
anxiety
items
.
Lower
levels
of
anxiety
that
occurred
the
most
for
each
of the
survey
items
across
the
three
grades
were
situations
relating
to
numerical
anxiety
.
Subject
Math anxiety
Mathematics -- Study and teaching (Elementary)
Department
Department of Mathematical Sciences
Advisor
Halloran, Philip P
Type
Text
Digital Format
application/pdf
Language
eng
OCLC number
713734971
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