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The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy

Year 2022, Volume: 10 Issue: 20, 636 - 655, 21.12.2022

Merve Dağdelen Avni Yıldız

https://doi.org/10.18009/jcer.1165625
Cited By: 2

Abstract

The research aims to determine the difference between secondary school students’ mathematics anxiety with mathematics literacy self-efficacy level and study these connections. The relational screening model in the research population comprises 32 secondary schools in the 2020-2021 academic years in Esenyurt province, Istanbul. Research samplings comprise 1682 students that are chosen with the stratified sampling method from nine different secondary schools in Esenyurt province. Data was gathered by the ‘’Secondary School Mathematics Literacy Self-Efficiency Scale’’ and ‘‘Mathematics Anxiety-Apprehension Survey’’. For data analysis, descriptive statistics, Sperman Correlation Analysis and statistical techniques are used. As a result of the analysis, secondary school students’ mathematics anxiety is higher than average, and their mathematics literacy self-efficacy is also significantly higher. After the examination of the relationship between the scales, it was determined that there is a positive relationship between mathematics anxiety and mathematics literacy self-efficacy.

Keywords

Mathematics anxiety mathematics literacy self-efficacy secondary school students

References

  • Anton, W. D. & Klisch, M. C. (1995). Perspective on mathematic anxiety and test anxiety, Spielberger C D and Vagg P R (Ed). 1st edition, Taylor and Franchis Publishers, Washington, e-book, 93-106.
  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
  • Aydoğdu, A. (2017). İlkokul öğrencilerinde spor başarı algısı ve matematik kaygısının bazı değişkenlere göre incelenmesi [Analysis of sport success perception and math anxiety according to some variables in primary school students]. (Master Thesis), Nişantaşı University, İstanbul.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Barnes, A. (2006). Investigating the causes of math anxiety in the high school classroom. McCoy L P (Eds). Proceedings of Studies in Teaching 2006 Research Digest (1st edition) pp 13-18. NC: Winston-Salem.
  • Baypınar, K. & Tarım, K. (2019). Ortaokul matematik okuryazarlık öz-yeterlik ölçeği geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of mathematical literacy self-efficacy scale for middle school: A reliability and validity study]. Cukurova Unıversity Faculty of Educatıon Journal, 48(1), 878-909.
  • Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan eğitim fakültesi örneği) [The causes of mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (The example of faculty of Erzincan education)]. Erzincan University Journal of Education Faculty, 9(2), 131-144.
  • Bozkurt, S. (2012). İlköğretim ikinci kademe öğrencilerinde sınav kaygısı, matematik kaygısı, genel başarı ve matematik başarısı arasındaki ilişkilerin incelenmesi [An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students]. (Master Thesis). İstanbul University, İstanbul.
  • Brady, P., & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students. Teachers and Teaching, 11(1), 37-46.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi, Ankara.
  • Coşkun, N. & Demirtaş, V. Y. (2015). Öğrenme stillerine göre ortaokul öğrencilerinin matematik dersi başarı ve kaygı düzeyleri [The achievement and anxiety levels of secondary school students in math lesson according to their learning styles]. Kastamonu Education Journal, 23(2), 549-564.
  • Dinçer, B., Akarsu, E. & Yılmaz, S. (2016). İlköğretim matematik öğretmeni adaylarının matematik okuryazarlığı öz-yeterlik algıları ile matematik öğretimi yeterlik inanç düzeylerinin incelenmesi [The investigation of perceptions of math literacy self-efficacy and mathematics teaching efficacy belief levels of preservice primary mathematics teachers]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(1), 207-228.
  • Erden, M. & Akgün, S. (2010). İlköğretim öğrencilerinin matematik kaygısının ve öğretmen sosyal desteğinin matematik başarılarını yordama gücü [Predictive power of math anxiety and perceived socıal support from teacher for primary students’ mathematics achievement]. Journal of Theory and Practice in Education, 6(1), 3-16.
  • Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24–31.
  • Goodwin, K. S., Ostrom, L., & Scott, K. W. (2009). Gender differences in mathematics self-efficacy and back substitution in multiple-choice assessment. Journal of Adult Education, 38(1), 22–42.
  • Güler, H. K. (2013). Türk öğrencilerin PISA’da karşılaştıkları güçlüklerin analizi (Analysis of Turkish students’ difficulties encountered in PISA). Journal of Uludag University Faculty of Education, 26(2), 501-522.
  • Gürbüz, M. Ç. (2014). PISA matematik okuryazarlık öğretiminin PISA sorusu yazma ve matematik okuryazarlık düzeyleri üzerine etkisi [The effect of PISA mathematical literacy teaching on writing PISA questions and mathemati̇cal literacy]. (Master Thesis). Uludağ University, Bursa.
  • Haynes, A., Mullins, A. & Stein, B. (2004). Differential models for math anxiety in male and female college students. Social Spectrum, 24(3), 295 - 318.
  • Hembree, R. (1990). The nature, effect and relief of mathematics anxiety. Journal of Research in Mathematics Education, 21(1), 33–46.
  • Huang, X., Zhang, J. & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education, 34(3), 621-640.
  • İlhan, A., & Aslaner, R. (2019). 2005’ten 2018’e ortaokul matematik dersi öğretim programlarının değerlendirilmesi [Evaluation of middle school mathematics course curriculums from 2005 to 2018}. PAU Journal of Education 46(46), 394-415.
  • İpek, H. (2019). Ortaokul öğrencilerinin matematik kaygılarının matematik öz yeterlik inançlarının ve matematik dersine yönelik öz düzenleme becerilerinin incelenmesi [Investigation of middle school students' mathematics anxiety mathematics self efficacy beliefs and self regulation skills toward mathematics course]. (Master Thesis). Marmara University, İstanbul.
  • Kaba, Y., & Şengül, S. (2018). The relationship between middle school students’ mathematics anxiety and their mathematical understanding. Pegem Journal of Education and Instruction, 8(3), 599-622.
  • Kabael, T., & Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi. [Research of middle school pre-service mathematics teachers’ mathematical literacy on PISA items]. Turkish Journal of Computer and Mathematics Education, 7(2), 321-349.
  • Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58(4), 623-633.
  • Keitel, C., & Kilpatrick, J. (2005). Mathematics education and common sense. In Meaning in Mathematics Education (pp. 105-128). Springer, New York.
  • Konca, Ş. (2008). 7. sınıf öğrencilerinin matematik kaygısının nedenlerinin bazı değişkenler açısından incelenmesi [A research on math anxiety of 7th grade students in the view of some variables]. (Master Thesis). Yüzüncü Yıl University, Van.
  • Köksal, G. (2019). Matematiksel düşünmenin matematik kaygısı üzerine etkisinin çok değişkenli istatistiksel yöntemlerle incelenmesi [Investigation of the effect of mathematical thinking on mathematical anxiety with very variable statistical methods]. (Master Thesis). Çukurova University, Adana.
  • Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety?. ZDM, 42(2), 179-193.
  • Kutluca, T., Alpay, F. N. & Kutluca, S. (2015). 8. sınıf öğrencilerinin matematik kaygı düzeylerine etki eden faktörlerin incelenmesi [An investigation of factors affecting 8th grade math students’ anxiety levels]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 202-214.
  • Lyons, I. M. & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102–2110.
  • Marshall, G. L. (2000). Using history of mathematics to improve secondary students’ attitudes toward mathematics. (Master Thesis). Illinois State University, Normal, IL.
  • McMullan, M., Jones, R. & Lea, S. (2012). Math anxiety, self-efficacy, and ability in British undergraduate nursing students. Research in Nursing & Health, 35(2), 178-186.
  • Mert, M., & Baş, F. (2019). The anxiety and metacognitive awareness levels of secondary school students towards mathematics and the effect of related variables on their mathematics achievements. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(3), 732-756.
  • Nicolaidou, M. &Philippou,G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics Education, 2, 1-11.
  • OECD (2006). Assessing scientific, reading and mathematical literacy, a framework for 2006 PISA. Retrieved from http://www.pisa.oecd.org.
  • Özdemir, E. & Gür, H. (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması [Validity and reliability study of mathematics anxiety- apprehension survey (MASS)]. Education and Science, 36(161), 39-50.
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  • Özgen, K. & Kutluca, T. (2013). İlköğretim matematik öğretmen adaylarinin matematik okuryazarliğina yönelik görüşlerinin incelenmesi [An investigation of primary mathematics pre-service teachers’ views towards mathematical literacy]. Dicle Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 10, 1-22.
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The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy

Year 2022, Volume: 10 Issue: 20, 636 - 655, 21.12.2022

Merve Dağdelen Avni Yıldız

https://doi.org/10.18009/jcer.1165625
Cited By: 2

Abstract

The research aims to determine the difference between secondary school students’ mathematics anxiety with mathematics literacy self-efficacy level and study these connections. The relational screening model in the research population comprises 32 secondary schools in the 2020-2021 academic years in Esenyurt province, Istanbul. Research samplings comprise 1682 students that are chosen with the stratified sampling method from nine different secondary schools in Esenyurt province. Data was gathered by the ‘’Secondary School Mathematics Literacy Self-Efficiency Scale’’ and ‘‘Mathematics Anxiety-Apprehension Survey’’. For data analysis, descriptive statistics, Sperman Correlation Analysis and statistical techniques are used. As a result of the analysis, secondary school students’ mathematics anxiety is higher than average, and their mathematics literacy self-efficacy is also significantly higher. After the examination of the relationship between the scales, it was determined that there is a positive relationship between mathematics anxiety and mathematics literacy self-efficacy.

Keywords

Mathematics anxiety mathematics literacy self-efficacy secondary school students

References

  • Anton, W. D. & Klisch, M. C. (1995). Perspective on mathematic anxiety and test anxiety, Spielberger C D and Vagg P R (Ed). 1st edition, Taylor and Franchis Publishers, Washington, e-book, 93-106.
  • Ary, D., Jacobs, L. C., Irvine, C. K. S., & Walker, D. (2018). Introduction to research in education. Cengage Learning.
  • Aydoğdu, A. (2017). İlkokul öğrencilerinde spor başarı algısı ve matematik kaygısının bazı değişkenlere göre incelenmesi [Analysis of sport success perception and math anxiety according to some variables in primary school students]. (Master Thesis), Nişantaşı University, İstanbul.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. New York: Freeman.
  • Barnes, A. (2006). Investigating the causes of math anxiety in the high school classroom. McCoy L P (Eds). Proceedings of Studies in Teaching 2006 Research Digest (1st edition) pp 13-18. NC: Winston-Salem.
  • Baypınar, K. & Tarım, K. (2019). Ortaokul matematik okuryazarlık öz-yeterlik ölçeği geliştirilmesi: Geçerlik ve güvenirlik çalışması [The development of mathematical literacy self-efficacy scale for middle school: A reliability and validity study]. Cukurova Unıversity Faculty of Educatıon Journal, 48(1), 878-909.
  • Bekdemir, M. (2007). İlköğretim matematik öğretmen adaylarındaki matematik kaygısının nedenleri ve azaltılması için öneriler (Erzincan eğitim fakültesi örneği) [The causes of mathematics anxiety in elementary preservice teachers and proposals for decreasing mathematics anxiety (The example of faculty of Erzincan education)]. Erzincan University Journal of Education Faculty, 9(2), 131-144.
  • Bozkurt, S. (2012). İlköğretim ikinci kademe öğrencilerinde sınav kaygısı, matematik kaygısı, genel başarı ve matematik başarısı arasındaki ilişkilerin incelenmesi [An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students]. (Master Thesis). İstanbul University, İstanbul.
  • Brady, P., & Bowd, A. (2005). Mathematics anxiety, prior experience and confidence to teach mathematics among pre‐service education students. Teachers and Teaching, 11(1), 37-46.
  • Büyüköztürk, Ş., Çakmak, E. K., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2011). Bilimsel araştırma yöntemleri [Scientific research methods]. Pegem Akademi, Ankara.
  • Coşkun, N. & Demirtaş, V. Y. (2015). Öğrenme stillerine göre ortaokul öğrencilerinin matematik dersi başarı ve kaygı düzeyleri [The achievement and anxiety levels of secondary school students in math lesson according to their learning styles]. Kastamonu Education Journal, 23(2), 549-564.
  • Dinçer, B., Akarsu, E. & Yılmaz, S. (2016). İlköğretim matematik öğretmeni adaylarının matematik okuryazarlığı öz-yeterlik algıları ile matematik öğretimi yeterlik inanç düzeylerinin incelenmesi [The investigation of perceptions of math literacy self-efficacy and mathematics teaching efficacy belief levels of preservice primary mathematics teachers]. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 7(1), 207-228.
  • Erden, M. & Akgün, S. (2010). İlköğretim öğrencilerinin matematik kaygısının ve öğretmen sosyal desteğinin matematik başarılarını yordama gücü [Predictive power of math anxiety and perceived socıal support from teacher for primary students’ mathematics achievement]. Journal of Theory and Practice in Education, 6(1), 3-16.
  • Geist, E. (2010). The anti-anxiety curriculum: Combating math anxiety in the classroom. Journal of Instructional Psychology, 37(1), 24–31.
  • Goodwin, K. S., Ostrom, L., & Scott, K. W. (2009). Gender differences in mathematics self-efficacy and back substitution in multiple-choice assessment. Journal of Adult Education, 38(1), 22–42.
  • Güler, H. K. (2013). Türk öğrencilerin PISA’da karşılaştıkları güçlüklerin analizi (Analysis of Turkish students’ difficulties encountered in PISA). Journal of Uludag University Faculty of Education, 26(2), 501-522.
  • Gürbüz, M. Ç. (2014). PISA matematik okuryazarlık öğretiminin PISA sorusu yazma ve matematik okuryazarlık düzeyleri üzerine etkisi [The effect of PISA mathematical literacy teaching on writing PISA questions and mathemati̇cal literacy]. (Master Thesis). Uludağ University, Bursa.
  • Haynes, A., Mullins, A. & Stein, B. (2004). Differential models for math anxiety in male and female college students. Social Spectrum, 24(3), 295 - 318.
  • Hembree, R. (1990). The nature, effect and relief of mathematics anxiety. Journal of Research in Mathematics Education, 21(1), 33–46.
  • Huang, X., Zhang, J. & Hudson, L. (2019). Impact of math self-efficacy, math anxiety, and growth mindset on math and science career interest for middle school students: The gender moderating effect. European Journal of Psychology of Education, 34(3), 621-640.
  • İlhan, A., & Aslaner, R. (2019). 2005’ten 2018’e ortaokul matematik dersi öğretim programlarının değerlendirilmesi [Evaluation of middle school mathematics course curriculums from 2005 to 2018}. PAU Journal of Education 46(46), 394-415.
  • İpek, H. (2019). Ortaokul öğrencilerinin matematik kaygılarının matematik öz yeterlik inançlarının ve matematik dersine yönelik öz düzenleme becerilerinin incelenmesi [Investigation of middle school students' mathematics anxiety mathematics self efficacy beliefs and self regulation skills toward mathematics course]. (Master Thesis). Marmara University, İstanbul.
  • Kaba, Y., & Şengül, S. (2018). The relationship between middle school students’ mathematics anxiety and their mathematical understanding. Pegem Journal of Education and Instruction, 8(3), 599-622.
  • Kabael, T., & Barak, B. (2016). Ortaokul matematik öğretmeni adaylarının matematik okuryazarlık becerilerinin PISA soruları üzerinden incelenmesi. [Research of middle school pre-service mathematics teachers’ mathematical literacy on PISA items]. Turkish Journal of Computer and Mathematics Education, 7(2), 321-349.
  • Kazelskis, R. (1998). Some dimensions of mathematics anxiety: A factor analysis across instruments. Educational and Psychological Measurement, 58(4), 623-633.
  • Keitel, C., & Kilpatrick, J. (2005). Mathematics education and common sense. In Meaning in Mathematics Education (pp. 105-128). Springer, New York.
  • Konca, Ş. (2008). 7. sınıf öğrencilerinin matematik kaygısının nedenlerinin bazı değişkenler açısından incelenmesi [A research on math anxiety of 7th grade students in the view of some variables]. (Master Thesis). Yüzüncü Yıl University, Van.
  • Köksal, G. (2019). Matematiksel düşünmenin matematik kaygısı üzerine etkisinin çok değişkenli istatistiksel yöntemlerle incelenmesi [Investigation of the effect of mathematical thinking on mathematical anxiety with very variable statistical methods]. (Master Thesis). Çukurova University, Adana.
  • Kramarski, B., Weisse, I., & Kololshi-Minsker, I. (2010). How can self-regulated learning support the problem solving of third-grade students with mathematics anxiety?. ZDM, 42(2), 179-193.
  • Kutluca, T., Alpay, F. N. & Kutluca, S. (2015). 8. sınıf öğrencilerinin matematik kaygı düzeylerine etki eden faktörlerin incelenmesi [An investigation of factors affecting 8th grade math students’ anxiety levels]. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 25, 202-214.
  • Lyons, I. M. & Beilock, S. L. (2012). Mathematics anxiety: Separating the math from the anxiety. Cerebral Cortex, 22(9), 2102–2110.
  • Marshall, G. L. (2000). Using history of mathematics to improve secondary students’ attitudes toward mathematics. (Master Thesis). Illinois State University, Normal, IL.
  • McMullan, M., Jones, R. & Lea, S. (2012). Math anxiety, self-efficacy, and ability in British undergraduate nursing students. Research in Nursing & Health, 35(2), 178-186.
  • Mert, M., & Baş, F. (2019). The anxiety and metacognitive awareness levels of secondary school students towards mathematics and the effect of related variables on their mathematics achievements. Turkish Journal of Computer and Mathematics Education (TURCOMAT), 10(3), 732-756.
  • Nicolaidou, M. &Philippou,G. (2003). Attitudes towards mathematics, self-efficacy and achievement in problem solving. European Research in Mathematics Education, 2, 1-11.
  • OECD (2006). Assessing scientific, reading and mathematical literacy, a framework for 2006 PISA. Retrieved from http://www.pisa.oecd.org.
  • Özdemir, E. & Gür, H. (2011). Matematik kaygısı-endişesi ölçeğinin (MKEÖ) geçerlik ve güvenirlik çalışması [Validity and reliability study of mathematics anxiety- apprehension survey (MASS)]. Education and Science, 36(161), 39-50.
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Details

Primary Language English
Subjects Other Fields of Education
Journal Section Research Article
Authors

Merve Dağdelen 0000-0003-4200-5144

Avni Yıldız 0000-0002-6428-188X

Early Pub Date December 18, 2022
Publication Date December 21, 2022
Submission Date August 24, 2022
Acceptance Date November 18, 2022
Published in Issue Year 2022 Volume: 10 Issue: 20

Cite

APA Dağdelen, M., & Yıldız, A. (2022). The Relationship between the Secondary School Students’ Mathematics Anxiety and Mathematical Literacy Self-Efficacy. Journal of Computer and Education Research, 10(20), 636-655. https://doi.org/10.18009/jcer.1165625

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