A Study of Relevant Factors Related to Elementary School Students’ Mathematics Anxiety

• Main Authors: Ju-Ching Chang, 張茹菁
• Other Authors: Nyan-myau Lyau
• Format: Others
• Language: zh-TW
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/11194656309326786782

碩士 === 雲林科技大學 === 技術及職業教育研究所碩士班 === 96 === Abstract The main purpose of this study was to investigate the the relationship between the students’ consciousness of teacher’s mathematics attitude and teaching behaviors and students’ mathematics anxiety in elementary schools. The literature review and questionnaire survey methods employed by this study. The subjects included the grade 3-6 students of the public elementary schools in Yunlin County. A total 1193 students had valid questionnaires. The research instruments contain three questionnaires, including “Elementary School Children Mathematics Anxiety Scale”,” Teachers’ Mathematics Attitude Scale”and” Students Toward Teachers’ Teaching Behavior Perceptions Scale”. Data was analyzed by descriptive statistics, T-Test, One-Way ANOVA, Pearson’s Product-Moment Correlation and Multiple Regression. The main findings of this study were as follows: Ⅰ. By all accounts, the mathematics anxiety of elementary school students in Yunlin county is inclined to in the center the low anxious degree. The perception toward teachers’ mathematics attitude perceptions of elementary school students in Yunlin county is inclined to progressive and positive. The perception toward teachers’ teaching behavior perceptions of elementary school students in Yunlin county is inclined to take students as the central teaching mode. Ⅱ. There are significant differences in mathematics anxiety for parts of background variables. Ⅲ. There are significant differences in the perception toward teachers’ mathematics attitude perceptions of elementary school students for parts of background variables. Ⅳ. There are significant differences in the perception toward teachers’ teaching behavior perceptions of elementary school students for parts of background variables. Ⅴ. There was a significantly negative correlation between “overall mathematics anxiety”, ”dislike”, “test anxiety”, “worry” , “perception of stress” of the elementary school students and “teachers’ mathematics attitude”. There was a significantly positive correlation between “overall mathematics anxiety”, ”dislike”, “test anxiety”, “worry” , “perception of stress” of the elementary school students and ”explain” , “punishment”, “authority”, “asking question”. Therein,there was not achieved a significant correlation between “test anxiety”, “perception of stress” and “asking question”. There was a significantly negative correlation between “teachers’ mathematics attitude” and ”explain” , “punishment”, “authority”, “asking question”, “overall teachers’ teaching behavior”. Ⅵ. “Mathematics achievement”, “grade”, ”taking part in cram school or not”, “students’ gender” and “teachers’ gender” toward the different levels of the elementary school students’ mathematics anxiety had predications. Ⅶ. “Consciousness of Teachers’ mathematics attitude”,“asking question” and ”explain” are able to predict the different levels of the elementary school students’ mathematics anxiety. Finally,based on these findings, have some suggestions that may be used in the classroom and in future studies.