| Summary: | 碩士 === 國立雲林科技大學 === 技術及職業教育研究所碩士班 === 95 === Abstract
The purpose of the study was to investigate the relationship between mathematic anxiety and mathematic achievement of junior high school students. Mathematical anxiety questionnaire was used as the research tool. The population of this study included 12 classes (417 students) sampling from one third classes of each grade in a junior high school of YunLin County. 417 copies of the questionnaire were sent out. 402 were validated. The returning rate was 96%. The survey instrument was “mathematic learning experience questionnaire of junior high school students ”.It contained mathematic anxiety scale and mathematic achievement test .The data was processed by SPSS-for-Windows software . Statistic technique included descriptive statistics, t-Test, Pearson correlation, two-way ANOVA, and multiple regression . The main findings of this study were summarized as follows:
1.There was no statistically significant difference between sex on mathematics anxiety. However, the anxiety degree of girls was higher than boys.
2.There was no significant difference between mathematics anxiety of three grades students.
3.Girls scored higher than boys in all anxiety factors (worry, dislike, test anxiety, and perception of stress). Worry and test anxiety of sex had significant difference.
4.Third-grade girls scored higher than Third-grade boys in all anxiety factors. Worry and test anxiety of third-grade boys and girls had significant difference. All anxiety factors of first-grade and second-grad sex had no significant difference.
5.Girls scored higher than boys in mathematics achievement test of the same grade students. The mathematics achievement test of third-grade sex had significant difference.
6.For junior high school students, the relationship between mathematics anxiety and mathematics achievement was negative and it was significant.
7.The mathematics achievement of different anxiety degree of the same grade students had significant difference.
8.The relationship between anxiety factors (worry, dislike, and perception of stress) and mathematics achievement of the same grade students was significant.
9.The four factors of mathematics anxiety had significant predictability to mathematics achievement of the same grade students.
Finally, according to the results of the study proposed suggestions for mathematics teaching, school administration and future research for the reference of teaching in practice and future research.
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