A Case Study on the Relationship of Mathematics Anxiety, Mathematics Attitude and Mathematics Achievement among Elementary School Students in Toufen Area of Miaoli

• Main Authors: Shu-Hsiang Lo, 羅淑香
• Other Authors: Yen-Chang Chang
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/07280766940442882911

碩士 === 國立新竹教育大學 === 人資處數學教育碩士班 === 99 === The purpose of the present study is to investigate the relationship of mathematics anxiety, mathematics attitude and mathematics achievement among elementary school students and the results of which are to provide further pedagogical implications for teachers to help enhance students’ interests and confidence in learning math. Four hundred and thirteen elementary school students (231 males and 182 females), ranging from third grade to fifth grade, participated in this study. A “Math Learning Experience” questionnaire was developed and distributed to the participants of the present study. Four statistical procedures were performed using SPSS for Windows to analyze the data: (a) descriptive analysis, (b) independent t-test, (c) one-way ANOVA and (d) Pearson correlation analysis. The main results of the present study are as follows: 1. Gender differences in mathematics anxiety are significant, with females experiencing higher level of anxiety than males. While no significant differences were found between males and females in mathematics attitude and mathematics achievement. 2. Significant differences in both mathematics attitude and mathematics achievement were observed among different grade groups. The higher grade the participants are in, the less positive attitudes they show towards math and also, the higher level of anxiety they experience. 3. Students’ backgrounds in terms of their family structures have no effect on the three constructs. 4. Students who attend cram schools perform better in math than those who don’t and the difference is statistically significant. While the factor of cram school attendance has no significant effect on both mathematics anxiety and mathematics attitude. 5. A significant positive correlation was found between mathematics attitude and mathematics achievement. Whereas, there was a significant negative correlation between mathematics anxiety and mathematics attitude. Finally, the results also indicated a significant negative correlation between mathematics anxiety and mathematics achievement. Keyword: Mathematics Anxiety, Mathematics Attitude , Mathematics Achievement