Mathematics anxiety, test anxiety, instructional methods, and achievement in a developmental mathematics class.

摘要

The focus of this study was on the relationships of mathematics anxiety, test anxiety, and methods of instruction to student achievement in several developmental mathematics classes. Few studies have examined this issue in black students at the university level. The major purpose was to examine relationships between mathematics achievement, mathematics anxiety, and test anxiety among subjects in two different instructional method groups. The final examination and two published research instruments were used to collect data for the study.;The important findings of this study were: (1) The best predictor for mathematics achievement for this sample of students was found to be method of instruction. (2) The relationship between mathematics anxiety and test anxiety was found to be positive. (3) Interactions exist between the methods of instruction and mathematics anxiety for this sample of students. (4) Interactions exist between the methods of instruction and test anxiety for this sample of students. (5) Taking tests in mathematics was a debilitative factor. This occurred in spite of displaying knowledge and confidence in the subject matter over an extended period of time.;Conclusions of this study were: (1) Mathematics anxiety and test anxiety are inversely related to mathematics achievement. High mathematics anxiety scores and high test anxiety scores were matched to low achievement scores. (2) To ensure optimal success in a developmental mathematics course for high mathematics and high test anxious students, the Direct method of instruction should be utilized. (3) Although a positive relationship was found to exist between mathematics anxiety and test anxiety, the anxieties were not equal. Many students have mathematics anxiety and test anxiety, however, some students have test anxiety but not mathematics anxiety. The anxiety in this study was related to the testing of mathematical concepts.;The sample in this study consisted of 122 students and two mathematics instructors who taught the two methods of instruction. Data collection consisted of six unit examinations, two research instruments (mathematics and test anxiety instruments), and the departmental final examination. Analysis of the data was examined, by means of correlation analysis, multiple regression analysis, analysis of variance and covariance and by aptitude-treatment-interactions.