Date of Award
2017
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Mathematics
Abstract
The current study sought to evaluate the effects of timed tests and math anxiety as factors that influence the math performance of second- and fourth-grade students, including evaluating differences based on gender. Relevant literature was reviewed, examining the concept of math anxiety and the effects of timed testing. In the experimental phase, students participated in an age-appropriate math test in either a timed or untimed condition. Each participant also responded to the Childrens Anxiety in Math Scale (Jameson, 2013). Initial results from a three-way analysis of variance (ANOVA) revealed a main effect for gender on math performance, with males performing better. A separate ANOVA indicated a two-way interaction between grade and testing condition, confirming the original hypothesis that fourth-graders would perform better than second-graders in the timed condition. No differences were found between the math anxiety scores of males and females. Limitations and directions for future research are also discussed.
Recommended Citation
Emmons, Jonathan, "Timed Tests And Math Anxiety As Factors Affecting Elementary School Math Performance" (2017). All-Inclusive List of Electronic Theses and Dissertations. 1796.
https://scholars.indianastate.edu/etds/1796