Does the mathematics anxiety level of K-3 elementary teachers relate to the mathematics achievement of their students?

Keywords

Elementary school teachers -- Attitudes, Math anxiety, Mathematics -- Study and teaching (Elementary) -- Psychological aspects

Abstract

The purpose of this study was to determine if there is a relationship between student achievement on the third grade FCA T and the levels of math anxiety of the students' K-3 teachers. A secondary question was the relationship among teacher math anxiety, mean student achievement on the FCAT, years of teaching, highest level of math taken in high school and in college, preferred teaching method, and workshops taken. Participants in this study were K-3 teachers in the six elementary schools of Hendry County, Florida. 45 Participants took the Math Anxiety Rating Scale (MARS) and 30 of these were interviewed as to their experience, levels of math taken in high school and college, teaching methods and recent workshops. Student scores on the FCAT Math Test for the March 2003 testing were matched with their teachers' math anxiety levels. Tho e for which all four teachers were participants were analyzed with a linear regression analysis. It

wa found that there was no statistically significant relationship between the student core and their teachers' mathematics anxiety level although the small number of matche may be the cause of non-significance. A correlation matrix of the interview items revealed statistically significant correlations between year of teaching and teacher mathematic anxiety student achievement and teacher experience, with a negative correlation between student achievement and workshop taken. Methods of teaching showed no significant correlation with any of the other factors. Qualitative data from the interview revealed that while statistical significance was not achieved there may be relation hip among the variable that affect student achievement.

Notes

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Graduation Date

2004

Degree

Doctor of Education (Ed.D.)

College

College of Education

Format

PDF

Pages

108 p.

Language

English

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Identifier

DP0029488

Subjects

Dissertations, Academic -- Education; Education -- Dissertations, Academic

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