Math-test anxiety and test preparedness
department or school: Education, Faculty of
department or school: Curriculum and Pedagogy (EDCP), Department of
data provider: DSpace
degree campus: UBCV
creator: Zabek, Stefan Peter Philip
issued: 2009-08-06T19:39:17Z
issued: 2001
related degree: Master of Arts - MA
degree grantor: University of British Columbia
description: The purpose of this study was to investigate the relationship between math-test anxiety and test preparedness. Initial observation of the literature surrounding math anxiety led to the development of the primary hypothesis of the study: students' math-test anxiety, as measured by a math-test anxiety inventory, is related to their self-reported preparedness for a math test. This study also tested six secondary hypotheses relating to performance, first language, and gender. An adapted version of the Test Anxiety Inventory provided the means to measure math-test anxiety. Knowledge (measured by test performance), math attitude (measured by a math attitude scale), math usefulness (measured by a math usefulness scale), and math self-efficacy (measured by a math self-efficacy scale) provided the framework for test preparedness. To survey high school students, a questionnaire was developed and circulated to eight districts across British Columbia. Three hundred and twenty-two questionnaires (67 percent) were returned. Quantitative data were analyzed using Pearson correlation coefficients, multiple regression analysis, and the independent samples t-test in the SPSS 10.1 Windows software package. Confidence levels for statistically significant figures reported by the package were set at the p < 0.05 level. The following results were found: there was strong evidence (R = 0.531, Rsquare = 0.282 and p < 0.05 ) that preparedness before a test is significantly correlated with math-test anxiety; Strong evidence was found (R = 0.521, Rsquare - 0.271 and p < 0.05) that a student's knowledge and self-efficacy are significantly correlated with his or her last math course mark; moderate evidence was found (r = -0.353, rsquare = 0.125 and p < 0.05) that performance is significantly correlated with math-test anxiety; moderate evidence was found (r = 0.409 , rsquare - .167 and p < 0.05) that a student's performance is significantly correlated with his or her last math course mark; evidence…
aggregated CHO: https://circle.library.ubc.ca/rest/handle/2429/11934
extent: 3794439 bytes
format: application/pdf
note: MATH-TEST A N X I E T Y AND TEST PREPAREDNESS by STEFAN PETER PHILIP Z A B E K B.A. , The University of Victoria, 1990 B.Ed., The University of British Columbia, 1997 A THESIS SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF MASTER OF ARTS in THE F A C U L T Y OF EDUCATION (Centre for the Study of Curriculum and Instruction) We accept this thesis as conforming to the required standard THE UNIVERSITY OF BRITISH C O L U M B I A August 2001 © Stefan Peter Philip Zabek, 2001 UBC Special Collections - Thesis Authorisation Form Page 1 of2 In p r e s e n t i n g t h i s t h e s i s i n p a r t i a l f u l f i l m e n t of thc-f o r an advanced degree at the U n i v e r s i t y of B r i t i s h Cc agree that the L i b r a r y s h a l l make i t f r e e l y a v a i l a b l e and study. I f u r t h e r agree that permission f o r extens: t h i s t h e s i s f o r s c h o l a r l y purposes may be granted by 1 department or by h i s or her r e p r e s e n t a t i v e s . I t i s unc copying or p u b l i c a t i o n of t h i s . t h e s i s f o r f i n a n c i a l gt be allowed without my w r i t t e n permission. imp./ / w w w. nui ai y. uuc. ca/ spcun/ uicsauui. i m m O / l U / U l UBC Special Collections - Thesis Authorisation Form Page 2 of2 Department of J f t & i ^ o ^ c ^ v c j ^ /^STV+scV-c J The University of B r i t i s h Columbia Vancouver, Canada imp./ / w w w .iiui ai y . uuc.ca/ spcun/ uiesauui.nuin QI LKJ/V1 ABSTRACT The purpose of this study was to investigate the relationship between math-test anxiety and test preparedness. Initial observation of the literature surrounding math anxiety led to the development of the primary hypothesis of the study: students' math-test anxiety, as measured by a math-test anxiety inventory, is related to their self-reported preparedness for a math test. This study also tested six secondary hypotheses relating to performance, first language, and gender. An adapted version of the Test Anxiety Inventory provided…
has type: Thesis/Dissertation
date issued: 2001-11
is shown at: 10.14288/1.0055024
language: eng
degree discipline: Curriculum Studies
provider: Vancouver : University of British Columbia Library
publisher: University of British Columbia
rights: For non-commercial purposes only, such as research, private study and education. Additional conditions apply, see Terms of Use https://open.library.ubc.ca/terms_of_use.
scholar level: Graduate
type: Text
identifier URI: http://hdl.handle.net/2429/11934