An investigation of mathematics anxiety among sixth through eighth grade students in Turkey |
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| Authors: | Osman Birgin Mustafa Balo?lu Hakan Çatl?o?lu Ramazan Gürbüz |
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| Institution: | 1. Karadeniz Technical University, Fatih Faculty of Education, 61335 Sogutlu, Trabzon, Turkey;2. Gaziosmanpa?a University, College of Education, Department of Educational Sciences, Tokat, Turkey;3. Ad?yaman University, Faculty of Education, 02040 Ad?yaman, Turkey;1. Gaziosmanpasa University, Department of Computer Education and Instructional Technology, Tokat, Turkey;2. Hacettepe University, Faculty of Education, Department of Special Education, Ankara, Turkey;1. Center for Applied Economics, Department of Industrial Engineering, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, República 701, Santiago, Chile;2. Center for Applied Economics, Department of Industrial Engineering and Center for Mathematics Modeling, UMI 2807 CNRS-UChile, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, República 701, Santiago, Chile;3. Center for Mathematics Modeling, UMI 2807 CNRS-UChile, Department of Mathematical Engineering, Facultad de Ciencias Físicas y Matemáticas, Universidad de Chile, Beauchef 851, Santiago, Chile;1. Department of Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA;2. Department of Human Development and Psychology, University of California, Los Angeles, Los Angeles, CA 90095, USA;3. Department of Psychology and Committee on Education, The University of Chicago, Chicago, IL 60637, USA;4. Department of Human Development, The University of Chicago, Chicago, IL 60637, USA |
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| Abstract: | The purpose of the present study is to investigate mathematics anxiety among 220 sixth through eighth grade Turkish students in terms of mathematics achievement levels, perceived enjoyment of the mathematics teaching method, perceived enjoyment of mathematics, and perceived help with mathematics from parents. The Mathematics Anxiety Scale for Primary School Students (Bindak, 2005) was used to assess the levels of mathematics anxiety. A 3 × 2 factorial analysis of variance results showed that there was not a significant interaction effect or main effect of gender; however, there was a significant main effect of grade level. Standard multiple regression analyses show that independent variables accounted for 63% to 70% of variability in the dependent variable. The results also indicate that not only the perceived enjoyment of mathematics, but also the enjoyment of the mathematics teaching method and help with mathematics from parents had a significant effect on mathematics anxiety. |
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