This study aims to investigate whether student anxiety about the subject of mathematics has any effect on the achievement of middle-school students in Amman, Jordan. It also aims to investigate whether student gender plays a role. The study sample consists of 180 seventh grade students enrolled in Amman public schools during the 2018/2019 academic year. These are distributed into three levels of anxiety as displayed by the students: low, middle, and high. Then, math anxiety measurements are collected, the validity and reliability for which are verified. The results reveal that there are statistically-significant differences in achievement between the middle level of math anxiety and the two other extremes. It is found that middle anxiety level have a positive effect on achievement, whereas for low and high math anxiety levels, no differences in achievement are perceived. In addition, no statistically significant differences (α≤0.01) were found between males and females with regards to math anxiety; and there is no interaction between the level of math anxiety and gender in achievement.
Foreign currency transactions and hedgingacctg2012
This document contains 32 multiple choice questions about accounting for foreign currency transactions and hedging foreign exchange risk. It provides references to case studies that include relevant exchange rate data. The questions cover topics such as recognizing foreign exchange gains and losses on transactions, accounting for forward exchange contracts, and using hedging strategies like options to manage foreign currency risk.
The document discusses several theories of personality including psychoanalytic theory, trait theory, social learning theory, and humanistic theory. It provides details on Freud's psychoanalytic concepts including the id, ego, superego, defense mechanisms, and the structure of personality. Trait theory focuses on identifying common and unique personality traits. Social learning theory emphasizes the importance of environmental and learning influences on personality. Humanistic theory looks at self-actualization and the fully functioning person. The document also examines key aspects of Filipino personality including strengths like pakikipagkapwa-tao and flexibility, as well as weaknesses like extreme personalism.
Quiz 8QUIZ strategic management concepts &cases 11th edition by Fred R. David...حمد بوجرادة
This document contains 51 true/false questions and 13 multiple choice questions about strategy analysis and choice. It discusses various strategic frameworks including the SWOT analysis, SPACE matrix, BCG matrix, IE matrix, and quantitative strategic planning matrix (QSPM). Key aspects covered include the input and matching stages of the strategic formulation process, using matrices to generate alternative strategies, and considering cultural and political factors in strategic choice.
This chapter outlines the research methodology used in the study. A descriptive correlational research design was used to describe parents' perceptions of art courses and determine if those perceptions influence students' academic performance. The population was senior high school students majoring in digital art and their parents at a particular college. A quota sampling method was used to select 50 parents and 25 students. Survey questionnaires were distributed via Google Forms to collect data on parents' perceptions and students' GPAs. Statistical analysis including frequencies, percentages, weighted means, and correlation would then be used to analyze the data.
This document provides an overview of Erica Colon's experiences with educational technology from kindergarten through college and her vision for technology in the classroom. It describes the technologies she used at each level of her education, including scanners, LeapFrog products, and digital cameras in kindergarten. In high school, she highlights the technology available at High Tech High. In college, she notes the common technologies of email, course websites, and presentation software. The document concludes with her vision of an interactive smartboard-equipped classroom of the future and challenges of funding and outdated technology.
Chapter 1 - Overview of Financial Statement Analysis
Solution Manual Wild
Financial Statement Analysis -
f i n a n c i a l
s tat e m e n t
a n a l y s i s
TENTH EDITION
K. R.
SUBRAMANYAM
JOHN J. WILD
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
Kieso Ch02 Conceptual Framework for Financing ReportingAhmad Rudi
The document provides an overview of the conceptual framework for financial reporting. It discusses the need for a conceptual framework, the efforts to develop one jointly by the IASB and FASB, and the structure and key components of the conceptual framework. The conceptual framework establishes the fundamental concepts that guide financial reporting standards. It includes objectives, qualitative characteristics, elements, assumptions, principles, and constraints of financial reporting.
Foreign currency transactions and hedgingacctg2012
This document contains 32 multiple choice questions about accounting for foreign currency transactions and hedging foreign exchange risk. It provides references to case studies that include relevant exchange rate data. The questions cover topics such as recognizing foreign exchange gains and losses on transactions, accounting for forward exchange contracts, and using hedging strategies like options to manage foreign currency risk.
The document discusses several theories of personality including psychoanalytic theory, trait theory, social learning theory, and humanistic theory. It provides details on Freud's psychoanalytic concepts including the id, ego, superego, defense mechanisms, and the structure of personality. Trait theory focuses on identifying common and unique personality traits. Social learning theory emphasizes the importance of environmental and learning influences on personality. Humanistic theory looks at self-actualization and the fully functioning person. The document also examines key aspects of Filipino personality including strengths like pakikipagkapwa-tao and flexibility, as well as weaknesses like extreme personalism.
Quiz 8QUIZ strategic management concepts &cases 11th edition by Fred R. David...حمد بوجرادة
This document contains 51 true/false questions and 13 multiple choice questions about strategy analysis and choice. It discusses various strategic frameworks including the SWOT analysis, SPACE matrix, BCG matrix, IE matrix, and quantitative strategic planning matrix (QSPM). Key aspects covered include the input and matching stages of the strategic formulation process, using matrices to generate alternative strategies, and considering cultural and political factors in strategic choice.
This chapter outlines the research methodology used in the study. A descriptive correlational research design was used to describe parents' perceptions of art courses and determine if those perceptions influence students' academic performance. The population was senior high school students majoring in digital art and their parents at a particular college. A quota sampling method was used to select 50 parents and 25 students. Survey questionnaires were distributed via Google Forms to collect data on parents' perceptions and students' GPAs. Statistical analysis including frequencies, percentages, weighted means, and correlation would then be used to analyze the data.
This document provides an overview of Erica Colon's experiences with educational technology from kindergarten through college and her vision for technology in the classroom. It describes the technologies she used at each level of her education, including scanners, LeapFrog products, and digital cameras in kindergarten. In high school, she highlights the technology available at High Tech High. In college, she notes the common technologies of email, course websites, and presentation software. The document concludes with her vision of an interactive smartboard-equipped classroom of the future and challenges of funding and outdated technology.
Chapter 1 - Overview of Financial Statement Analysis
Solution Manual Wild
Financial Statement Analysis -
f i n a n c i a l
s tat e m e n t
a n a l y s i s
TENTH EDITION
K. R.
SUBRAMANYAM
JOHN J. WILD
The document describes Peter Oliva's model of curriculum development, which includes 12 components and 17 specific steps. The model is linear, deductive, and prescriptive. It combines a scheme for curriculum development with a design for instruction. The model emphasizes analyzing community needs and specifying goals and objectives at each level before implementation and evaluation. It is intended to provide curriculum planners with a systematic framework to develop and improve curriculum.
Kieso Ch02 Conceptual Framework for Financing ReportingAhmad Rudi
The document provides an overview of the conceptual framework for financial reporting. It discusses the need for a conceptual framework, the efforts to develop one jointly by the IASB and FASB, and the structure and key components of the conceptual framework. The conceptual framework establishes the fundamental concepts that guide financial reporting standards. It includes objectives, qualitative characteristics, elements, assumptions, principles, and constraints of financial reporting.
This document provides an overview of capital structure determination and the traditional and Modigliani-Miller approaches. It discusses key concepts like the net operating income approach, optimal capital structure, total value principle, market imperfections, and the effects of taxes. The document uses examples to illustrate how capital structure affects required rates of return on equity and the overall cost of capital. It also demonstrates how arbitrage ensures capital structure does not impact total firm value under the Modigliani-Miller approach.
This document discusses risk management strategies for financial institutions. It examines how they manage credit risk from loans and interest rate risk from changes in market rates. For credit risk, the key strategies are screening borrowers, monitoring loans, using collateral, and credit rationing. For interest rate risk, tools like income gap analysis and duration gap analysis are used to measure risks and immunize the balance sheet from changes in rates. The chapter provides examples of calculating duration and gaps to illustrate how financial managers can assess and address risks.
Solution to
Red Lobster operates over 670 casual-dining seafood restaurants in the US and Canada, employing more than 63,000 people. When Red Lobster developed a new business strategy to focus on value and improve its image, it established a new vision, mission, and goals for the company. The restaurant chain simplified its menu with the highest-quality seafood it could offer at mid-range prices, traded its restaurants’ tropical themes for a crisp, clean look with white-shirt-and-black-pants uniforms for its employees, and added Northeastern coastal imagery to its menu and Web-site. Executing the new mission and differentiation strategy required hiring fun, hospitality-minded people who shared its values.
Although Red Lobster had not had any problem with hiring restaurant managers, the company felt that the managers it hired did not always reflect Red Lobster’s strategy, vision and values. The company also realized that their old job descriptions did not reflect the passion its new strategy needed from its employees.
Red Lobster ask your opinion of what it should do in writing its job descriptions to improve the fit between its new management hires and its new business strategy.
Test bank for cost management a strategic emphasis 7th edition by blocherPintoHoggee
Test Bank for Cost Management a Strategic Emphasis 7th Edition by Blocher
Download at: https://goo.gl/hxNdNw
People also search:
cost management a strategic emphasis 6th edition pdf
cost management a strategic emphasis 7th edition pdf
cost management a strategic emphasis 7th edition pdf download
cost management a strategic emphasis 7th edition solutions
cost management a strategic emphasis pdf
cost management a strategic emphasis 7th edition pdf free download
cost management a strategic emphasis 7th edition solutions manual pdf
cost management a strategic emphasis 7th edition answers
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
This document discusses the major foundations of curriculum development: philosophical, historical, psychological, and social. It outlines four educational philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructionism. Historically, it mentions several curriculum theorists who contributed to the field from the late 19th to mid 20th century. Psychologically, it covers three groups of learning theories - behaviorism, cognitivism, and humanism. Socially, it states that schools exist within a social context and curriculum considers the relationship between education and society.
Since the year 1982, the phenomenon of suicide terrorist attacks has spread all over the world and many countries have found themselves suffering the effects of this growing terrorist ‘modus operandi’
The suicide terrorist is no more than a platform that carries the explosive charge to its target. However, this platform can think, adapt to situational changes and act at the right time and the right place to detonate the explosive device so as to create maximum carnage and destruction in a spectacular manner; it is the ultimate precision guided smart human bomb
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This document discusses factors affecting mathematics performance of high school students at Laguna State Polytechnic University for the academic year 2009-2010. It provides background information on the importance of mathematics and discusses relevant theories. The study aims to determine the extent to which student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials influence student performance. The methodology, results and conclusions of the research are also outlined.
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
The document discusses the process of revising the Philippines' secondary education curriculum according to the Understanding by Design (UbD) model. The revision was needed to make the curriculum more relevant and improve student mastery. It followed a three stage process: 1) Define learning goals and standards; 2) Design assessments to measure student understanding; 3) Plan instructional activities to help students achieve the standards. The goal was to create a curriculum that is focused on essential understandings, sets high expectations, and develops students' readiness for further education and work.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
A portfolio is a collection of a student's work that shows their progress and achievements in one or more areas of study. It must include student participation in selecting pieces, criteria for selection, criteria for judging quality, and evidence of self-reflection. A portfolio demonstrates growth over time through samples of a student's work and allows them to self-assess their strengths and weaknesses. Teachers and students should agree on clear criteria for selecting and assessing portfolio contents.
This document discusses various methods for valuing common stock, including the zero-growth, constant-growth, and variable-growth models. It provides examples of calculating stock value using each method. The zero-growth model assumes dividends will remain constant in perpetuity. The constant-growth model assumes dividends will grow at a constant rate less than the required return. The variable-growth model allows dividend growth rates to change over time. The document also covers features of common and preferred stock, the process of companies going public, and the role of investment bankers in initial public offerings.
by- g 6 envensebles
For downloading this contact- bikashkumar.bk100@gmail.com
Prepared by Students of University of Rajshahi
Dip Murmu & Md. Abadullah Miah
Neamur Rabbi & Md. Azad Khan
Anik Costa & Tanvir Hasan Plabon
Tarikul Islam Tarif
Md. Jakir Hossain Khan & Dilruba Jahan
Shanjida Afrin & Md. Rajib
Portfolio assessment involves students collecting samples of their work and reflections over time to demonstrate their skills, growth, and learning in a subject. It is an alternative to traditional tests. The portfolio development process involves students setting goals, collecting potential portfolio entries, selecting final entries, organizing their portfolio, evaluating their work, reflecting on their learning, and exhibiting their final portfolio. Portfolios allow students to showcase their individual learning styles and intelligence through a variety of works.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
This document provides an overview of financial markets and the Philippine financial system. It defines key terms like financial markets, money markets, capital markets, securities markets, debt securities, equity securities, and stock markets. It also outlines the major participants in the Philippine financial system, including universal banks, rural banks, cooperative banks, Islamic banks, and non-bank financial institutions. Furthermore, it discusses the roles of central banks and how governments use monetary and fiscal policies to influence economic growth and stability.
Psychological Foundation of education presentationJerome dela Cruz
The document discusses the psychological foundations of education, including different theories of psychology and how they relate to intellectual and behavioral development. It also discusses factors like temperament, personality, learning processes, motivation, and the roles of teachers and policymakers. Learner traits like mental ability, aptitudes, temperament, interests and physical condition influence the type and amount of education acquired. Schools of psychology like structuralism, functionalism, behaviorism and Gestalt psychology view intellectual development through different frameworks.
Lesson 3 the role of education in technology in learning by; evangelista, mar...glaisarowe
This document discusses the role of educational technology in learning from both traditional and constructivist perspectives. From a traditional view, technology serves as a delivery system for instructional lessons and as a source of knowledge. However, from a constructivist view, technology is seen as a learning tool that students learn with by helping them build personal interpretations and representing their understanding. The document outlines several roles of technology from this perspective, including as a tool for knowledge construction, a vehicle for exploring information, a context for learning by doing, a social medium for collaboration, and an intellectual partner for reflection. When used effectively from either view, research shows technology can increase learning, understanding, motivation, and the development of skills like critical thinking and problem solving.
Anxiety becomes one of the psychological symptoms that can appear in every student while solving mathematics problems. Anxiety cannot be denied to be one factor that affects students’ learning outcomes and interest in mathematics. Therefore, teachers should concern on this matter in order to decide the appropriate learning strategy. However, there is no instrument to measure the level of students’ anxiety towards mathematics, especially for junior high school students. For that reason, this research aims to: 1) design the construct of math anxiety scale instrument, 2) find out the validity of the instrument. This research used Research and Development method to develop and validate the product which is in the form of a questionnaire. The analysis techniques used V Aiken for content validity, EFA for construct validity, and Cronbach’s Alpha for the reliability. The results of this research showed that the instrument was valid and reliable because it met the criteria for validity and reliability. In conclusion, the instrument is valid to measure the junior high school students’ math anxiety level.
This document provides an overview of capital structure determination and the traditional and Modigliani-Miller approaches. It discusses key concepts like the net operating income approach, optimal capital structure, total value principle, market imperfections, and the effects of taxes. The document uses examples to illustrate how capital structure affects required rates of return on equity and the overall cost of capital. It also demonstrates how arbitrage ensures capital structure does not impact total firm value under the Modigliani-Miller approach.
This document discusses risk management strategies for financial institutions. It examines how they manage credit risk from loans and interest rate risk from changes in market rates. For credit risk, the key strategies are screening borrowers, monitoring loans, using collateral, and credit rationing. For interest rate risk, tools like income gap analysis and duration gap analysis are used to measure risks and immunize the balance sheet from changes in rates. The chapter provides examples of calculating duration and gaps to illustrate how financial managers can assess and address risks.
Solution to
Red Lobster operates over 670 casual-dining seafood restaurants in the US and Canada, employing more than 63,000 people. When Red Lobster developed a new business strategy to focus on value and improve its image, it established a new vision, mission, and goals for the company. The restaurant chain simplified its menu with the highest-quality seafood it could offer at mid-range prices, traded its restaurants’ tropical themes for a crisp, clean look with white-shirt-and-black-pants uniforms for its employees, and added Northeastern coastal imagery to its menu and Web-site. Executing the new mission and differentiation strategy required hiring fun, hospitality-minded people who shared its values.
Although Red Lobster had not had any problem with hiring restaurant managers, the company felt that the managers it hired did not always reflect Red Lobster’s strategy, vision and values. The company also realized that their old job descriptions did not reflect the passion its new strategy needed from its employees.
Red Lobster ask your opinion of what it should do in writing its job descriptions to improve the fit between its new management hires and its new business strategy.
Test bank for cost management a strategic emphasis 7th edition by blocherPintoHoggee
Test Bank for Cost Management a Strategic Emphasis 7th Edition by Blocher
Download at: https://goo.gl/hxNdNw
People also search:
cost management a strategic emphasis 6th edition pdf
cost management a strategic emphasis 7th edition pdf
cost management a strategic emphasis 7th edition pdf download
cost management a strategic emphasis 7th edition solutions
cost management a strategic emphasis pdf
cost management a strategic emphasis 7th edition pdf free download
cost management a strategic emphasis 7th edition solutions manual pdf
cost management a strategic emphasis 7th edition answers
During the late 19th century, rural schools struggled as families migrated to cities for work and tax bases declined. The new curriculum emerging in American classrooms at this time largely left out rural schools. Philosophies of education provide a framework for curriculum by clarifying goals, content, and emphasis areas like textbooks, homework, and core subjects. Major philosophies discussed are idealism, realism, pragmatism, and existentialism which differ in their views of reality, knowledge, and values. Educational philosophies like perennialism, progressivism, essentialism, and reconstructionism also vary based on their philosophical roots and aims for curriculum.
This document discusses the major foundations of curriculum development: philosophical, historical, psychological, and social. It outlines four educational philosophies that influence curriculum - perennialism, essentialism, progressivism, and reconstructionism. Historically, it mentions several curriculum theorists who contributed to the field from the late 19th to mid 20th century. Psychologically, it covers three groups of learning theories - behaviorism, cognitivism, and humanism. Socially, it states that schools exist within a social context and curriculum considers the relationship between education and society.
Since the year 1982, the phenomenon of suicide terrorist attacks has spread all over the world and many countries have found themselves suffering the effects of this growing terrorist ‘modus operandi’
The suicide terrorist is no more than a platform that carries the explosive charge to its target. However, this platform can think, adapt to situational changes and act at the right time and the right place to detonate the explosive device so as to create maximum carnage and destruction in a spectacular manner; it is the ultimate precision guided smart human bomb
This document outlines the K to 12 Philippine Basic Education Curriculum Framework established by the Department of Education. It is based on several legal and philosophical foundations including the Enhanced Basic Education Act. The curriculum aims to develop learners holistically with 21st century skills through a learner-centered approach. It emphasizes the use of mother tongue in the early grades, integration of technology and livelihood education, and flexibility for schools to localize implementation based on their context. The curriculum standards are designed to make learning relevant, inclusive, and prepare students for higher education or the world of work.
This document discusses factors affecting mathematics performance of high school students at Laguna State Polytechnic University for the academic year 2009-2010. It provides background information on the importance of mathematics and discusses relevant theories. The study aims to determine the extent to which student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials influence student performance. The methodology, results and conclusions of the research are also outlined.
The document outlines 14 learner-centered psychological principles related to learning and education. It discusses that learning is most effective when it is an intentional process, when learners can create meaningful representations of knowledge, and when new information can be linked to existing knowledge. It also notes that motivation, development, social and individual differences influence learning and should be taken into account.
The document discusses the process of revising the Philippines' secondary education curriculum according to the Understanding by Design (UbD) model. The revision was needed to make the curriculum more relevant and improve student mastery. It followed a three stage process: 1) Define learning goals and standards; 2) Design assessments to measure student understanding; 3) Plan instructional activities to help students achieve the standards. The goal was to create a curriculum that is focused on essential understandings, sets high expectations, and develops students' readiness for further education and work.
Curriculum Development Lesson 1: Concepts, Nature and Purposes of Curriculum ...Leen Venti
The document discusses various perspectives on curriculum from traditional and progressive views. It also covers theorists like Tyler, Taba, and their models of curriculum development. Additionally, it examines different types of curricula like recommended, written, taught, and learned curricula. The document also explores the philosophical, psychological, and social foundations of curriculum and how they influence curriculum development.
A portfolio is a collection of a student's work that shows their progress and achievements in one or more areas of study. It must include student participation in selecting pieces, criteria for selection, criteria for judging quality, and evidence of self-reflection. A portfolio demonstrates growth over time through samples of a student's work and allows them to self-assess their strengths and weaknesses. Teachers and students should agree on clear criteria for selecting and assessing portfolio contents.
This document discusses various methods for valuing common stock, including the zero-growth, constant-growth, and variable-growth models. It provides examples of calculating stock value using each method. The zero-growth model assumes dividends will remain constant in perpetuity. The constant-growth model assumes dividends will grow at a constant rate less than the required return. The variable-growth model allows dividend growth rates to change over time. The document also covers features of common and preferred stock, the process of companies going public, and the role of investment bankers in initial public offerings.
by- g 6 envensebles
For downloading this contact- bikashkumar.bk100@gmail.com
Prepared by Students of University of Rajshahi
Dip Murmu & Md. Abadullah Miah
Neamur Rabbi & Md. Azad Khan
Anik Costa & Tanvir Hasan Plabon
Tarikul Islam Tarif
Md. Jakir Hossain Khan & Dilruba Jahan
Shanjida Afrin & Md. Rajib
Portfolio assessment involves students collecting samples of their work and reflections over time to demonstrate their skills, growth, and learning in a subject. It is an alternative to traditional tests. The portfolio development process involves students setting goals, collecting potential portfolio entries, selecting final entries, organizing their portfolio, evaluating their work, reflecting on their learning, and exhibiting their final portfolio. Portfolios allow students to showcase their individual learning styles and intelligence through a variety of works.
Ralph Tyler :Basic Principles of Curriculum and InstructionSoontaree Konthieng
Ralph Tyler outlines four fundamental questions for developing curriculum and planning instruction: (1) What educational purposes should the school seek to attain? (2) What educational experiences can be provided that are likely to achieve these purposes? (3) How can these educational experiences be effectively organized? (4) How can we determine whether these purposes are being attained? He discusses that educational objectives should be determined by studying learners, contemporary life, and suggestions from subject specialists. Objectives should not come from a single source but be determined through considering multiple perspectives.
This document provides an overview of financial markets and the Philippine financial system. It defines key terms like financial markets, money markets, capital markets, securities markets, debt securities, equity securities, and stock markets. It also outlines the major participants in the Philippine financial system, including universal banks, rural banks, cooperative banks, Islamic banks, and non-bank financial institutions. Furthermore, it discusses the roles of central banks and how governments use monetary and fiscal policies to influence economic growth and stability.
Psychological Foundation of education presentationJerome dela Cruz
The document discusses the psychological foundations of education, including different theories of psychology and how they relate to intellectual and behavioral development. It also discusses factors like temperament, personality, learning processes, motivation, and the roles of teachers and policymakers. Learner traits like mental ability, aptitudes, temperament, interests and physical condition influence the type and amount of education acquired. Schools of psychology like structuralism, functionalism, behaviorism and Gestalt psychology view intellectual development through different frameworks.
Lesson 3 the role of education in technology in learning by; evangelista, mar...glaisarowe
This document discusses the role of educational technology in learning from both traditional and constructivist perspectives. From a traditional view, technology serves as a delivery system for instructional lessons and as a source of knowledge. However, from a constructivist view, technology is seen as a learning tool that students learn with by helping them build personal interpretations and representing their understanding. The document outlines several roles of technology from this perspective, including as a tool for knowledge construction, a vehicle for exploring information, a context for learning by doing, a social medium for collaboration, and an intellectual partner for reflection. When used effectively from either view, research shows technology can increase learning, understanding, motivation, and the development of skills like critical thinking and problem solving.
Anxiety becomes one of the psychological symptoms that can appear in every student while solving mathematics problems. Anxiety cannot be denied to be one factor that affects students’ learning outcomes and interest in mathematics. Therefore, teachers should concern on this matter in order to decide the appropriate learning strategy. However, there is no instrument to measure the level of students’ anxiety towards mathematics, especially for junior high school students. For that reason, this research aims to: 1) design the construct of math anxiety scale instrument, 2) find out the validity of the instrument. This research used Research and Development method to develop and validate the product which is in the form of a questionnaire. The analysis techniques used V Aiken for content validity, EFA for construct validity, and Cronbach’s Alpha for the reliability. The results of this research showed that the instrument was valid and reliable because it met the criteria for validity and reliability. In conclusion, the instrument is valid to measure the junior high school students’ math anxiety level.
Group 4 Power Point Presentation Chapter 1-5.pptxLaikaMaeCasilan
The document discusses a study that aimed to determine the attitudes of Grade 12 STEM students towards their mathematics subject. It provides background on the importance of mathematics and how attitudes can impact learning. The study utilized a survey questionnaire to collect data on students' profiles (age, gender, section) and attitudes towards mathematics. Results found that most respondents were 17-18 years old, female, and neutral in their attitudes. They felt neutral about enjoying math problems, whether math is fun, being afraid of mistakes, and feeling shy without answers. Respondents agreed solving math gives a feeling of success but were neutral on how hard it is. The study provides insight into students' attitudes to help improve mathematics learning.
Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class VIII of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate selfconcept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive selfconcept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
This document presents a thesis that examines the correlation between pupils' interest, study habits, and their achievement in mathematics. It begins with an introduction that establishes the importance of mathematics and discusses the Philippines' poor performance in international mathematics assessments. The theoretical framework discusses theories related to mathematics learning and motivation. The study aims to determine the relationship between pupils' interest, study habits, and their mathematics achievement. It will survey grade 4-6 pupils to understand their levels of interest, study habits, and mathematics achievement. The study seeks to provide insights to help improve mathematics performance and education quality.
INFLUENCE OF NON-INTELLECTIVE FACTORS ON STUDENTS’ ACADEMIC PERFORMANCE IN M...RayRudolfPastrana1
This study determined the influence of non-intelligence factors on the academic performance of the students in public secondary schools in Bustos, Bulacan during the fourth quarter of School Year 2021-2022.
Guided discovery learning strategy and senior school students performance in ...Alexander Decker
This document summarizes a study that investigated the effects of guided discovery learning strategy on mathematics performance of senior secondary students in Nigeria. The study found:
1) Students taught using guided discovery learning performed significantly better on a mathematics test than students taught using non-guided methods.
2) Male and female students performed equally well when taught using guided discovery, showing gender had no impact on performance.
3) Higher scoring students benefited most from guided discovery, followed by medium scorers, while lower scorers benefited the least.
The study concluded that guided discovery learning is an effective strategy for improving mathematics performance, though benefits students of different scoring levels unevenly.
This chapter introduces the importance of mathematics in daily life and careers. It discusses how students often find mathematics boring and difficult to understand. The chapter also presents background information on factors that can influence students' mathematics performance, such as attitudes, engagement, instructional methods, and beliefs about intelligence. The theoretical framework outlines theories about fixed versus growth mindsets. The conceptual framework shows how student-related factors, teacher-related factors, and mathematics performance are related. The statement of the problem indicates the study aims to determine the relationship between these factors and performance for students at a particular university.
This quantitative descriptive study aims to describe the Mathematical Literacy of Grade 5 of Primary Students regarding their mathematical problem-solving abilities. The samples of this study were 35 5th-gradestudents at Muhammadiyah Condongcatur Elementary School in academic year 2017/2018. The data were collected through observations and tests with five questions containing indicators of mathematical literacy regarding mathematical problem-solving abilities; two experts have validated the test instruments. Moreover, the test estimated Cronbach's alpha of 0.749 proved reliability. The data analysis in this study was carried out descriptively based on the average score, the standard deviation, the maximum score, the minimum score, the total score, and the percentage correct answer. The results showed that the mathematical literacy of the 5th-grade students at SD Muhammadiyah Condongcatur was generally at the high category (indicated by the problem-solving abilities). Students have been able to understand a problem, to use logic to describe the solution to a problem, and to choose the most appropriate solution to solve a problem.
The document provides background information on factors that affect students' mathematics performance. It discusses how positive attitudes and understanding the real-world applications of math can improve performance. The conceptual framework outlines how student-related factors like interest and study habits, and teacher-related factors like personality, teaching skills, and instructional materials influence mathematics performance. The study aims to determine the extent of these factors and their relationship to performance among high school students.
This document provides background information on factors affecting mathematics performance of students. It discusses how student-related factors like interest and study habits, and teacher-related factors like personality traits, teaching skills, and instructional materials can influence student performance in mathematics. The document reviews related literature on these factors and presents a conceptual framework and research questions to analyze the relationship between the factors and student performance. It aims to determine the extent of different factors and their impact on the mathematics performance of high school students.
Early mathematicians viewed mathematics as a beautiful and ethereal art form. However, the pupils in school appear to have no idea of this beauty. Misconceptions about mathematics among students, parents, and instructors are thought to be one of the root causes of the problem. Mathematical misconceptions and myths among instructors, parents, and students were examined in this study. These findings were obtained using a descriptive qualitative method of investigation. Research participants included elementary school pupils and their parents from East Java, Indonesia as well as 10 instructors, 10 students, and 10 parents. Random selection was used to pick the respondents. The results of this study showed that teachers, parents, and students have a wide range of misconceptions about mathematics. Among the misconceptions that occur among students, teachers and parents are: i) The conception of mathematics; ii) The aim of learning mathematics is only to train students to count and memorize formulas; iii) Mathematical ability is a genetic talent and only people who have talent will be proficient in mathematics; and iv) Mathematics is a non-applicable. The consequences of widespread misconceptions about mathematics among teachers, parents, and students are detrimental to the learning process and hinder the development of strong mathematical skills.
Attitudes And Perceptions Towards Mathematics By Greek Engineering Students A...Christine Williams
This document summarizes a study that investigated the attitudes and perceptions towards mathematics of first-year engineering students in Greece. A questionnaire was administered to 145 students measuring their attitudes in nine factors: anxiety, confidence, learning goals, theory of intelligence, persistence, approach, learning strategies, prior experience, and general issues. Demographic variables like sex, age, and learning disabilities were found to influence students' mathematical attitudes and perceptions. The findings suggest the engineering mathematics curriculum needs to be redesigned to effectively teach all students and raise their mathematical confidence and motivation.
This document provides background information on factors affecting mathematics performance of high school students. It discusses several key factors from previous studies, including student interest, study habits, teacher personality traits and teaching skills, and instructional materials. The conceptual framework outlines how these input factors may influence student mathematics performance outcomes. The study aims to determine the extent to which student-related factors and teacher-related factors impact mathematics performance of high school students at a particular university.
A causal model of selected non cognitive learner’s variables and achievement ...Alexander Decker
This summary examines a study that investigated the direct and indirect effects of eight non-cognitive learner variables (gender, socio-economic status, self-concept, gender-stereotype, motivation, attitude towards mathematics, self-confidence and problem solving habits) on mathematics achievement. The study used a causal model and analyzed data from 312 junior secondary students using questionnaires and a mathematics achievement test. The results showed that the hypothesized causal model fit the data well. Socio-economic status, gender-stereotype, motivation, self-confidence and problem solving habits had both direct and indirect effects on achievement. Attitude had a direct effect only, while gender and self-concept had indirect effects only.
This document provides a summary of the key factors affecting mathematics performance identified in the related literature. It discusses several factors including student interest, study habits, teacher personality traits, teaching skills, and instructional materials. Effective study habits require practice and perfect practice. Instructional materials and teaching strategies are important determinants of math teaching methods. Students' beliefs about their ability and whether it can be improved also impact performance. A teacher's competence relies on possessing key personality traits and using varied teaching approaches helps student engagement. The literature shows relationships between these factors and mathematics achievement.
This study explored the trends in students’ achievement in Senior School Certificate Examination (SSCE) in Further Mathematics in Kwara State, Nigeria. The study adopted descriptive research design of ex-post factor type. The sample comprised all Further Mathematics students in 79 public senior secondary schools with 3 Local Government Areas in Kwara State. Two research questions were raised and answered in the study. Frequency count, Percentage and Autoregressive (AR) processes for modelling of time series analyses were used to analyse the data. The results revealed that the trend of students’ achievement in WASSCE Further Mathematics from 2007 to 2016 was stochastic with random walk steadily progressive and percentage of the students obtained credit ranged from 23.0 to 77.3; pass ranged from 18.2 to 72.2 and fail ranged from 0.0 to 25.8. It was recommended among others that stakeholders in education should improve the quest for scientific literacy particularly for science-based subjects and further Mathematics curriculum should be all inclusive and non-discriminating to allow development of problem solving ability.
The study involved 2,575 students selected through a combination of probability and non-probability sampling procedures. Explanatory sequential mixed methods design was used. Participants completed the FennemaSherman Mathematics Attitude Scales (FSMAS) to provide the quantitative data for the research. The qualitative data were gathered through interviews. The arithmetic mean from the survey data for each of the students was used to shortlist 140 students for focus group interviews. The findings revealed that some of the impetuses that drive the respondents’ positive attitudes towards mathematics were mathematics as a compulsory subject, good teaching strategies by teachers, the utility of mathematics, career aspirations, and encouragement from parents, guardian or peers. The study recommended that stakeholders should encourage, enhance and promote these factors. Teachers, educators, and researchers are encouraged to dig deeper to unearth more of such factors.
This document discusses reasons why students dislike math. It explores three main ideas from literature: math anxiety, lack of motivation, and negative attitudes. Math anxiety is a negative reaction to math that can prevent students from pursuing higher-level math courses. Studies show the affective dimension of math anxiety (feelings of nervousness) correlates more strongly with negative performance than cognitive anxiety (worry). A longitudinal study found students' expectations for success in math and perceived importance of math strongly predict math anxiety and performance more than anxiety itself. A negative attitude where it is socially acceptable to not be good at math may also contribute to disliking the subject. The document seeks to understand the root causes of these issues to help change students' perspectives.
Searching for the relationship between secondary schools students' motivation...inventionjournals
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The effect of mathematics anxiety on the achievement of middle school students in Amman
1. Journal of Education and Learning (EduLearn)
Vol. 14, No. 3, August 2020, pp. 338~344
ISSN: 2089-9823 DOI: 10.11591/edulearn.v14i3.15886 338
Journal homepage: http://journal.uad.ac.id/index.php/EduLearn
The effect of mathematics anxiety on the achievement of middle
school students in Amman
Bahjat Altakhayneh
Department of Education Studies, Arab Open University, Jordan
Article Info ABSTRACT
Article history:
Received Feb 19, 2020
Revised May 26, 2020
Accepted Jul 27, 2020
This study aims to investigate whether student anxiety about the subject of
mathematics has any effect on the achievement of middle-school students in
Amman, Jordan. It also aims to investigate whether student gender plays a role.
The study sample consists of 180 seventh grade students enrolled in Amman
public schools during the 2018/2019 academic year. These are distributed into
three levels of anxiety as displayed by the students: low, middle, and high.
Then, math anxiety measurements are collected, the validity and reliability for
which are verified. The results reveal that there are statistically-significant
differences in achievement between the middle level of math anxiety and the
two other extremes. It is found that middle anxiety level have a positive effect
on achievement, whereas for low and high math anxiety levels, no differences
in achievement are perceived. In addition, no statistically significant
differences (α≤0.01) were found between males and females with regards to
math anxiety; and there is no interaction between the level of math anxiety and
gender in achievement.
Keywords:
Achievment
Anxiety
Mathematics
Middle
Students
This is an open access article under the CC BY-SA license.
Corresponding Author:
Bahjat Altakhayneh
Department of Education Studies,
Arab Open University,
P.O.Box 1339, Amman 11953, Jordan.
Email: b_takahyneh@aou.edu.jo
1. INTRODUCTION
Mathematics education in Jordan faces many challenges represented by the ability of teachers to create
a comfortable learning environment, engage students with activities, and provide interesting math experiences
for students. Many studies emphasize the importance of motivation to teach math carefully [1]. Yet, inevitably,
there are levels of anxiety felt by students in learning a given subject, and this may be especially true with
regards to the subject of mathematics.
Of course, this is a broad subject, but this researcher proposes to explore it by focusing on pre-
secondary school students, and specifically those in seventh grade. This study will look at this issue by first
reviewing what is already documented about math learning, and the anxiety that is associated with it. Having
established the research background on these issues, the study questions will then be proposed, explained, and
tested; and the study conclusions will be discussed.
One of the prerequisites for creativity in learning math is to develop students' motivation to learn.
Costa [2] emphasizes the need for perseverance, diligence, and maintaining a high level of motivation to learn.
A study by Korkmaz, Dundar, and Yaman [3] emphasizes the importance of providing ‘productive’ mental
habits for teachers and students, so as to provide classroom environments free from fear and stress.
The National Council of Teachers of Math [4] considers the Principle of Teaching as one of the most
important principles and standards of teaching and learning math. This principle emphasizes the need to provide
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appropriate educational measures aimed at raising the achievement levels of math students. Specifically, this
may be seen in their ability to solve mathematical problems, to master their mathematical skills to better
overcome life problems, and to increase the general 21st
century skills of critical thinking, communication,
cooperation, and creativity.
However, there is evidence that these measures must be thoroughly addressed, now more than ever.
The results of a 2015 international study pointed to a clear decline in the achievement levels of Jordan's students
in math, as compared to those of students worldwide. The international study indicated that the average scores
of Jordanian students in tests were lower than the general average by a difference of 114 points. This decline
in math achievement resulted in eighth-grade Jordanian students being ranked 36 out of 39 countries [5].
A problem facing math learners, locally and regionally, may be the reliance on traditional instructional
teaching strategies, and the lack of focus on the specific learner’s activity and direct experience [6]. A teacher
may often solve problems in class without the active participation of the learners. Consequently, one of the
important factors affecting a student’s level of mathematical anxiety is self-confidence, which has an active
role in learning math. Anxiety reduces learning opportunities, thinking capacity, as well as attempts to solve
mathematical problems.
Mathematical anxiety is defined by Agail [7] as the general tension and fear of situations where
dealing with math and numbers is required. Wilson further defines it as a state of panic, fear, trembling, and
mental distraction that appears to students when they are exposed to mathematical problems, negatively
affecting their learning and academic achievement. Math anxiety usually starts at the basic stage, with the
accumulation of bad experiences during the early school years. This negatively affects the learner's confidence
in his or her ability to deal with mathematical problems [7]; and this naturally leads to avoidance of dealing
with math in the future.
Deniz and Uldas [8] point out that math anxiety is due to three main factors, which are the
environmental, mental, and personal issues of the learner. Shields [9] further states that math anxiety can be
the result of many factors that may either be perceived individually, or in combination with each other. These
factors are the impacts felt by the society, the family, the teacher, the teaching and evaluation method, as well
as the school and classroom environment.
Vitasri et al. [10] conducted a study aimed at identifying the factors affecting math anxiety in a sample
of Malaysian students at the Faculty of Engineering. The results of the study showed that this phenomenon is
due to five factors: the perception that math is difficult, the repetition in courses, the large amount of writing
in classes, general difficulty in understanding the subject, and the unwillingness to solve mathematical
problems. Vitasri et al. noted anxiety among females more so than males. They explain that there is a
relationship between math anxiety and achievement, and that students with math anxiety tend to avoid using
mathematical and problem-solving skills. There have been many other studies which show that there is a
negative relationship between math anxiety and achievement, such as those by Hembree [11], and Yaaqoub
[12],with varying strength.
Some studies were conducted to determine the effect of math anxiety on the prediction of students'
success in the subject. Ashcraft and Kirk [13] showed that students with high math anxiety levels had
difficulties in solving problems, and that they were slower to perform various mathematical operations, and
thus performed less efficiently in math. A study by Riika et al. [14] emphasizes the need to identify math
anxiety levels in students at an early stage. The study was conducted on fifth grade students in Finland, where
the results showed an inverse relationship between the level of anxiety and academic achievement. In addition,
the study showed that there are two types of mathematical anxiety: anxiety related to mathematical attitudes,
and anxiety related to the study of math in general.
Elizabeth et al. [15] also conducted a study on the inverse relationship between math anxiety and
achievement in primary school students, and specifically those in first and second grade. The results of study
showed a positive relationship between motivation and achievement― i.e., the higher the motivation, the
higher the achievement. The results also showed that the level of achievement in the first grade may have a
significant effect on achievement in later stages.
There has been some documentation into using various educational strategies to reduce anxiety. One
such study by Mina and Mehdi [16] investigated the impact of standard cognitive behavioral therapy in
reducing anxiety in math, as well as promoting self-assertion, among a sample of tenth grade students in Iran.
The experimental method was used in the study, wherein the results confirmed the effectiveness of cognitive
behavioral therapy in reducing anxiety and increasing self-affirmation, especially in female students.
Of course, it may be prudent to understand how other players’ behaviors or actions may have an
impact on a student’s anxiety. Akanksha and Santha [17] conducted a study in India to investigate the
relationship between the parents' anxiety with regards to math and their children's math anxiety. They found
that there is a positive correlation between the parents' anxiety about math and that of their children.
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In the scope of university students, Hodges et al. [18] conducted a study on the role of teachers in
increasing the activity of the learner, providing classroom environments to encourage learning, and managing
student anxiety appropriately. The study was conducted on Master’s students enrolled in math-intensive
programs, and investigated the role of using a therapeutic strategy in an acute attempt to reduce their math
anxiety. The results of the study showed the effectiveness of the described strategy in reducing anxiety, and in
increasing the self-efficacy of mathematical comprehension. It also showed that female math anxiety was
higher than that of males. Similarly, Ciftci [19] conducted a study exploring the impact of teachers' methods
to control math anxiety in a sample of university students in Turkey; and the mediating factors that may play
an important role in reducing mathematical anxiety, such as gender, previous achievement level, and school
year level. The results confirmed that there is a perceived impact related to a teacher’s anxiety reduction
method. The results also showed that there is a gender factor to the teacher's method, as results were noted
more greatly in males― particularly in low-achievement groups.
Trends International Math and Science Study (TIMMS), in 2015, showed a clear decline in the
performance results of students in the fourth and eighth grades, and Jordanian students scored poorly at the
bottom of the list [5]. Furthermore, Jordanian student results in the high school exit test did not exceed 50% in
the scientific stream in 2018; and the failure rate in the math course was high.
Almasry & Abulebdeh [02] conducted a study for the National Center for Human Resources
Development (NCHRD) about the problems and difficulties faced by learners in Jordan. It was noted
that there is a clear weakness in students' possession of basic skills, and their abilities for inductive and
deductive thinking.
Morsi [02] suggests that math anxiety in students during exams may contribute to their poor
achievement, and to their inability to think. Alanzi's study [00] confirms that there is a negative correlation
between a student’s academic average and the level of math anxiety― i.e., students with high scores in math
had less anxiety than their peers with low scores. Also, the results of the study showed that there are differences
between relative levels of anxiety, and identified those as low, middle, and high anxiety levels.
Educational literature suggests that many factors may affect learning outcomes: emotional, mental,
and physical [02]. Anxiety is considered an emotional factor, and is one of the more prominently observed
elements in the current era, which is why some see it as “the age of anxiety”. It is, therefore, necessary to know
anxiety levels in a sample of students, and to study their relationship to academic achievement.
Hart [02] points to other factors related to students' anxiety about math, testing procedures, and
concern about math classes. These include the concerns of math teachers themselves about the subject, as well
as concerns about the inability of students to understand math topics. Akanksha and Santha [17] points out that
another the factor associated with math anxiety, as felt by students, may be the concern of parents about math
and their lack of confidence that their children are able to understand math and solve problems.
One of the most important requirements of learning is to provide a comfortable, attractive, and
exciting classroom environment that provides a positive approach and a high motivation for learning. In this
present study, the researcher seeks to explore the effect the level of math anxiety has on student achievement
in math by pre-secondary stage students in Amman schools. The focus will be on middle-school students,
specifically those in seventh grade.
Study questions: (1) What effect does the level of math anxiety have on the achievement of
middle-school students in mathematics?, (2) Is there a statistically significant interaction between the level of
anxiety (low, middle, high) and gender (male, female) on academic achievement in math among
middle-school students?. Mathematics Anxiety: stress, general fear, and shivering in situations where math and
numbers are required. This is measured by the scores obtained by the study sample on the math anxiety scale,
as used in the present study. Achievement in Mathematics: Achievement refers to the set of skills, knowledge,
and experience gained by the learner at the end of the academic year. In this study, it is measured practically
by a seventh grade student’s average at the end of the academic year, 2018/2019, in math.
This study aims to identify the level of math anxiety among middle school students in Amman, study
the effect of such anxiety on their achievement, and to investigate if gender factors into the matters of math
anxiety levels and achievement. That would provide insight with which to solve student problems with the
subject of math, and may increase their achievement by reducing anxiety and addressing the learning
difficulties students face in that subject. This study is bolstered by US National Council standards, which
emphasize the need for stress- and anxiety-free classroom environments [4]. In short, the importance of this
study lies with the need to understand the relationship between anxiety and achievement in math, so as to better
manipulate it and activate the role of the learner and his active participation in learning. The study sample is
limited to seventh-grade students in Amman, Jordan, for the academic year 2018/2019. The validity and
reliability of the academic achievement is represented in the academic average of math for seventh
grade students.
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2. RESEARCH METHOD
The subjects of the study consisted of of (180) seventh-grade students in Amman schools, enrolled in
the 2018/2019 academic year, in the public education sector. The students were classified into three levels of
anxiety (low, middle, and high), as shown in Table 1.
Table 1. Distribution of the study sample according to the level of anxiety and gender
Grand Total
Females
Males
180
Total
High
Middle
Low
Total
High
Middle
Low
90
30
35
25
90
29
30
31
And to achieve the goals of the study, the researcher developed the Mathematics Anxiety scale, and
used in this study. The aim of this tool is to measure the level of math anxiety in a sample of seventh grade
students, using test paragraphs prepared in light of viewing measures in math anxiety [7, 8]. This was developed
in conjunction with a review of the theoretical literature and components on anxiety, procedural definitions,
measurement items, and the 18-item scale. The scale is divided into five (5) levels of measurement: strongly
agree, agree, neutral, disagree, strongly disagree.
The level of anxiety is determined based on the score the student receives, where the student is
considered to have low anxiety if his score on the test is (0-30), middle anxiety if his mark is (31-60), high
anxiety if his mark is (61-90). To verify the face validity, the scale was presented to a group of arbitrators in
the fields of psychology, methods of teaching math, and psychological counseling. Consequently, some
paragraphs were amended in light of observations. Also, to verify the test reliability, the scale was applied to
a survey sample of seventh-grade students, two weeks prior, and the reliability factor was (0.82).
The sample of the study is represented by seventh grade students in the schools of Amman, with a
total of 180 students enrolled during the 2018/2019 academic year. The math anxiety scale was prepared and
presented to the arbitrators, then applied to a prospective sample to determine its application time. The
coefficient of reliability and validity were verified, and the sampled students were classified into three levels
(low, middle, and high). The selected schools were honored at the end of the second semester, at which time
the students' math marks for both semesters were obtained. The results of the study were analyzed, using
statistical packages of SPSS programs. Suggestions and recommendations were made.
The descriptive and experimental method was used, where anxiety levels were identified in a sample
of seventh-grade math students. The purpose was to study the effect of anxiety on academic achievement, as
well as the factor of the student's gender and how that interacts with the level of anxiety. Data analyzed using
arithmetic averages, standard deviations, multiple variance analysis (MANOVA).
3. RESULTS AND DISCUSSION
This study aims to investigate the effect of the math anxiety level on student mathematical
achievement in middle-school, and specifically the seventh grade. To answer the first posed question: what
effect does the level of math anxiety have on the achievement of middle-school students in math?
The arithmetic means and standard deviation were calculated. Table 2 shows the resultant statistics.
Table 2. The arithmetic means, number, and levels of math anxiety
Gender Male Female
Levels of math anxiety Low Middle High Low Middle High
Number 25 35 30 31 30 29
Arithmetic means of achievement 54.96 71.65 55.00 53.67 74.16 55.79
The two-way ANOVA was used to show the differences between achievements in investigating the
effect had on them by the levels of math anxiety. The Table 3 below shows those differences.
Table 3. Two-way ANOVA for differences of achievements in the three levels of math anxiety
Source Type III Sum of Squares df Mean Square F Sig.
Corrected Model 13597.11a
5 2719.42 20.52 0.000
Intercept 660518.08 1 660518.08 4984.27 0.000
Gender 20.20 1 20.20 0.15 0.697
Levels 13464.75 2 6732.37 50.80 0.000
Gender * Levels 107.19 2 53.59 0.404 0.668
Error 23058.54 174 132.52
Total 713653.00 180
Corrected Total 36655.66 179
R Squared = .371 (Adjusted R Squared = .353)
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In the above table, we notice that there were statistically-significant differences (α≤0.01) between the
levels of math anxiety (low, middle, and high) in achievement, where the significant value reached (0.00)
confirming that math anxiety level affects achievement. Consequently, to know the differences between these
levels, we used the Scheffe Test, as seen in Table 4.
Table 4. The scheffe test for significance of anxiety level differences
(I) levels (J) levels Mean Difference (I-J) Std. Error Sig.
95% Confidence Interval
Lower Bound Upper Bound
low
middle -18.56*
2.10 0.00 -23.74 -13.38
high -1.138 2.148 0.86 -6.44 4.16
middle
low 18.56*
2.098 0.00 13.38 23.74
high 17.42*
2.07 0.00 12.31 22.53
high
low 1.139 2.14 0.86 -4.16 6.44
middle -17.42*
2.07 0.00 -22.53 -12.31
Based on observed means. The error term is Mean Square (Error) = 132.520.
* The mean difference is significant at the 0.05 level.
In the above table, this researcher noticed that there were no differences between low and high math
anxiety in achievement. Moreover, when math anxiety is in the middle, it precipitates high achievement. Thus,
it can be said that middle anxiety stands out as different to both low and high anxiety in achievement
To answer the second question: Is there a statistically significant interaction between the level of
anxiety (low, middle, high) and gender (male, female) on academic achievement in math among middle-school
students?
MANOVA analysis was used to explore the interaction between the levels of math anxiety and gender.
As seen in Table 3, there is no interaction between the levels of math anxiety and gender in achievement, where
the significance reached 0.668. Consider the following Figure 1.
Figure 1. The interaction between the levels of math anxiety and gender in math achievement
4. DISCUSSION
Deniz and Uldas [8] point out that anxiety in math may be attributed in large part to the student’s
environment. Similarly, parental discomfort to math may transfer in the form of anxiety to their children, on
an inverse relationship between achievement in math and the level of anxiety [17, 11, 12, 2].
This study concurs with Elizabeth [15] on the inverse relationship between math anxiety and
achievement. This study also suggests that to relieve math anxiety, strategies should be implemented to increase
students’ comfort levels towards the subject. The results of this study indicate that motivation is a significant
variable to them, in order to raise their level of achievement.
National council of Teachers of mathematics (NCTM) confirms the importance of providing math
programs that decreases the math anxiety, and provide classroom environment that help the students to achieve
learning outcomes [25].
The researcher recommends the continual search for factors that lead to instability in math, so as
mitigate them, but not erase them completely. One must understand that the availability of an average level of
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anxiety may be optimal to high achievement, which, in turn, may reduce high anxiety when studying math and
during tests. A controlled level of anxiety creates a positive learning environment, and provides an appropriate
atmosphere to raising the efficiency of students in math, and increasing their self-confidence.
5. CONCLUSION
The results of this study show that for a student, both low and high anxiety levels may lead to low
achievement. Conversely, moderate anxiety levels are shown to be optimal for academic achievement in math.
This indicates that students must actually have some level of anxiety in order for their achievement to be high,
but that it must be controlled. This control may be difficult to achieve for a variety of reasons, such as a general
fear of math, a disinterest in studying it, or a lack of confidence in completing mathematical tasks. This is
especially true for those who exhibit high anxiety levels towards math.
Students with low anxiety levels are typically indifferent to the study of math. They may believe that
it is not useful to them, or they may not have any interest in studying it or any math-related courses in the
future. This lack of interest due to a perceived low importance of math to their lives generates difficulties in its
study, thus, their achievement in it.
As for the interaction between the level of anxiety and student gender, the results show that both male
and female students with either high or low anxiety had generally low achievement scores, while moderate
concern levels for both genders lead to higher achievement. The factors of anxiety level and gender are,
therefore, independent of each other. This may disagree with some of the reviewed literature on
this subject.
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BIOGRAPHY OF AUTHOR
Dr. Bahjat Altakhayneh, Associate profeesor of Curriculum and Mathematics Teaching Methods
Department of Educational Studies, Arab Open University, Jordan.
Email: B_takahyneh@aou.edu.jo