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Mathematics anxiety, locus of control and mathematics achievement of secondary school students
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Type
Thesis
Abstract
This study examined the relationship between mathematics anxiety, locus of control and mathematics achievement; and looked at the differences in mathematics achievement, mathematics anxiety and locus of control between male and female students, and between Arts and Science students.
The data for this study were gathered from a sample consisting of 558 Secondary Four students from six secondary schools in Singapore.
The instruments used in this study were the Fennema-Sherman Mathematics Anxiety Scale (MAS), the Mathematics Locus of Control (MALOC) Scale and a Mathematics Achievement Test. Previous literature has pointed to the need to use locus of control measures that are specific to the domains of interest. A pilot study on a sample of 140 Secondary Four students was conducted for a newly developed 40-item locus of control scale in the domain of mathematics. Responses were factor analysed using Principal Components analyses with Varimax rotated solution. The final 18-item MALOC scale is made up of four subscales, namely, the Failure-Powerful-Others (FP), Success-Chance (SC), Success-Internal (SI) and Failure-Internal (FI) scales.
The major findings in the main research are as follow:
● A low and inverse correlation exists between mathematics anxiety and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics anxiety.
● The intercorrelations among the variables, mathematics anxiety, locus of control and mathematics achievement, are not significantly different for male and female students.
● The correlations between mathematics anxiety and mathematics achievement, and between locus of control and mathematics achievement, are significantly different for Arts and Science students.
● There are no significant sex differences in mathematics achievement, locus of control and mathematics anxiety.
● There are significant differences in mathematics achievement, locus of control and mathematics anxiety between Arts and Science students.
The major conclusions in this study are as follow:
● Low mathematics anxiety is associated with higher mathematics achievement. The presence of the mathematics anxiety phenomenon appears to warrant further attention.
● Greater internal control is associated with higher mathematics achievement. Locus of control appears to be an important predictor of mathematics achievement.
● Greater internal control is associated with lower mathematics anxiety. Locus of control appears to have an important link with mathematics anxiety.
● The variables, mathematics anxiety and locus of control, in relation to mathematics achievement, appear to be more important for Arts students than for Science students.
● Sex differences in mathematics achievement, mathematics anxiety and locus of control appear to be tenuous in the Singapore context.
● Differences between Arts and Science students in mathematics achievement, mathematics anxiety and locus of control are highly significant. Arts students appear to have lower achievement in mathematics, be more anxious toward mathematics and are more external in their perception of control in mathematics.
The study concluded with a discussion of the educational implications of the findings and recommendations for further research.
The data for this study were gathered from a sample consisting of 558 Secondary Four students from six secondary schools in Singapore.
The instruments used in this study were the Fennema-Sherman Mathematics Anxiety Scale (MAS), the Mathematics Locus of Control (MALOC) Scale and a Mathematics Achievement Test. Previous literature has pointed to the need to use locus of control measures that are specific to the domains of interest. A pilot study on a sample of 140 Secondary Four students was conducted for a newly developed 40-item locus of control scale in the domain of mathematics. Responses were factor analysed using Principal Components analyses with Varimax rotated solution. The final 18-item MALOC scale is made up of four subscales, namely, the Failure-Powerful-Others (FP), Success-Chance (SC), Success-Internal (SI) and Failure-Internal (FI) scales.
The major findings in the main research are as follow:
● A low and inverse correlation exists between mathematics anxiety and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics achievement.
● A moderately high correlation exists between locus of control and mathematics anxiety.
● The intercorrelations among the variables, mathematics anxiety, locus of control and mathematics achievement, are not significantly different for male and female students.
● The correlations between mathematics anxiety and mathematics achievement, and between locus of control and mathematics achievement, are significantly different for Arts and Science students.
● There are no significant sex differences in mathematics achievement, locus of control and mathematics anxiety.
● There are significant differences in mathematics achievement, locus of control and mathematics anxiety between Arts and Science students.
The major conclusions in this study are as follow:
● Low mathematics anxiety is associated with higher mathematics achievement. The presence of the mathematics anxiety phenomenon appears to warrant further attention.
● Greater internal control is associated with higher mathematics achievement. Locus of control appears to be an important predictor of mathematics achievement.
● Greater internal control is associated with lower mathematics anxiety. Locus of control appears to have an important link with mathematics anxiety.
● The variables, mathematics anxiety and locus of control, in relation to mathematics achievement, appear to be more important for Arts students than for Science students.
● Sex differences in mathematics achievement, mathematics anxiety and locus of control appear to be tenuous in the Singapore context.
● Differences between Arts and Science students in mathematics achievement, mathematics anxiety and locus of control are highly significant. Arts students appear to have lower achievement in mathematics, be more anxious toward mathematics and are more external in their perception of control in mathematics.
The study concluded with a discussion of the educational implications of the findings and recommendations for further research.
Date Issued
1990
Call Number
QA11 Tan
Date Submitted
1990