Systematic Reviews and Meta Analysis
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The Relationship between Mathematics Anxiety and Mathematics Achievement: Meta Analysis Study

Year 2022, Volume: 6 Issue: 2, 193 - 206, 31.12.2022
https://doi.org/10.54535/rep.1206987

Abstract

The overarching goal of this research is to synthesize previous studies on the relationship between mathematics anxiety in primary school and academic success in mathematics course. The studies that were included in the synthesis were evaluated based on a variety of criteria. As a direct consequence of the searching, a total of 21 studies were incorporated into the investigation. Calculating what is known as "inter-coder reliability" was one of the methods used in the study to guarantee the accuracy of the coding protocol. After performing the necessary calculations, it was determined that a reliability of 0.74 was adequate. The reliability of the research, the potential for bias in publication, and the methods used to evaluate the quality of primary studies. There was no evidence of bias. The findings of the meta-analysis indicate that there is an inverse correlation between math anxiety and math achievement, which corresponds to a moderate effect size. The size of this effect was determined by the number of studies included in the analysis. According to the random effects model, the effect size that was determined to have been produced by 21 separate studies was found to be -.42. The measurement tool that was used for the region, the type of study, the education level, and the achievement score were all taken into account during the analyses of moderator variables. It was determined that the moderators, with the exception of the regional moderator, did not produce a statistically significant change in the magnitude of the effect.

References

  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
  • Baban, A. (2018). Mathematical concern and perceived teacher attitude in middle school students (Unpublished Master Thesis). Nişantaşı University, Institute of Social Sciences, İstanbul.
  • Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134.
  • Bayırlı, H., Geçici, M. E., & Erdem, C. (2021 The Relationship between mathematics anxiety and mathematics achievement: A Meta-analysis study. Pamukkale University Journal of Education, 1-23.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., ve Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester: John Wiley ve Sons Ltd.
  • Bozkurt, S. (2012). An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students (Unpublished Master Thesis). İstanbul University, Institute of Social Sciences, İstanbul.
  • Cheung, M. W. L. (2015). Meta-analysis: A structural equation modelling approach. United Kingdom: John Wiley ve Sons Ltd.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research method in education (6th edition). New York: Taylor & Francis e-Library.
  • Cooper, H., Hedges, L. V., ve Valentine, J. C. (Eds.). (2019). The handbook of research synthesis and meta-analysis (Third edit). Russell Sage Foundation.
  • Çetiner, İ. (2018). The effect of mathematical concerns of eighth grade students on mathematical achievement in the transition from primary to secondary education test (TEOG). (Unpublished Master Thesis). Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale.
  • Delioğlu, H. N. (2017). 8th grade students of success of mathhematıcs and test and mathematics anxiety, mathematics self effıcacy of investıgatıon. (Unpublished Master Thesis). Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Dreger, R. M., & Aiken Jr, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational psychology, 48(6), 344.
  • Dursun, Ş. & Bindak, R. (2011). Primary Education II. Investigation of mathematics anxiety of high school students. Cumhuriyet University Faculty of Letters Journal of Social Sciences, 35(1), 18-21.
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629-634.
  • Glasziou, P., Irwig, L., Bain, C., ve Colditz, G. (2001). Systematic reviews in health care: a practical guide. Cambridge University Press.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46. doi:10.2307/749455
  • İlhan, M. & Öner-Sünkür, M. (2012). Predictive power of math anxiety, positive and negative perfectionism for 8th grade students’ mathematıcs achievement. Mersin University Journal of the Faculty of Education, 8(1), 178-188.
  • İlhan, M. & Öner-Sünkür, M. (2013). Investigation of predictive power of mathematics anxiety on mathematics achievement in terms ofgender and class variables. Gaziantep University Journal of Sciences, 12(3), 427-441.
  • Kalin, G. (2010). The examination of elementary studets? mathematics attitudes, self efficiancy, anxiety and achievement master thesis. . (Unpublished Master Thesis). Başkent University, Institute of Education Sciences, Ankara.
  • Kandal, R., & Baş, F. (2021). The prediction status of secondary school students’ metacognitive awareness, self-regulatory learning strategies, anxiety and attitude levels towards mathematics on mathematics achievement. International Journal of Educational Studies in Mathematics, 8(1), 27-43.
  • Karlı-Şentürk, C. (2016). The prediction of high school students' maths anxiety. (Unpublished Master Thesis). Ahi Evran University, Institute of Educational Sciences, Kırşehir.
  • Kesici, A. (2015). The effect of secondary school students' affective features towards mathematics and the stress they experience before the teog exam (the exam for accessing to various types of high schools) on their mathematical success (Unpublished Doctoral Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Kılıç, A. S. (2011). The relationship between general achievement, mathematics achievement, attitudes towards mathematics lesson, motivation and mathematics anxiety of primary school secondary school students (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
  • Koza-Çiftçi, Ş. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory and Practice, 15(6), 1487-1501.
  • Külünk-Akyurt, G. (2019). Examination of the relationship between primary school 4th grade students' mathematics motivation, anxiety and success. (Unpublished Master Thesis). Ordu University, Institute of Social Sciences, Ordu.
  • Li, Q., Cho, H., Cosso, J. et al. Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis. Educ Psychol Rev 33, 1017–1049 (2021).
  • Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., …Busick, M. D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms. National Center for Special Education Research.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
  • Mutlu, Y., Söylemez, İ. & Yasul, A. F. (2017). Examining of therelationship between mathanxiety and mathachievement of elementaryschool students. Journal of Human Sciences, 14(4), 4425-4434.
  • Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459-496.
  • Pajares F, Miller MD. (1994) Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology 86(2), 193-203.
  • Pekdemir, Ü. (2015). The relations between math achievement and math anxiety, self-esteem, academic self-efficacy beliefs and automatic thoughts of 9th and 10th grade students. (Unpublished Master Thesis). Karadeniz Technical University, Institute of Educational Sciences, Trabzon.
  • Peker, M. & Şentürk, B. (2012). An ınvestıgatıon of 5th grade studens’ math anxıety ın terms of some varıables. Dumlupınar University Journal of Social Sciences, 34, 21-32.
  • Reçber, Ş. (2011). An investigation of the relationship among the seventh grade students' mathematics self efficacy, mathematics anxiety, attitudes towards mathematics and mathematics achievement regarding gender and school type (Unpublished master thesis). Middle East Technical University, Ankara.
  • Sarıgöl, S. (2019). The role of parental math anxiety in students’ math anxiety and performance (Unpublished master thesis). Boğaziçi University, İstanbul.
  • Şad, S. N., Kış, A., Demir, M., & Özer, N. (2016 Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Journal of Education and Instruction, 6(3), 371-392.
  • Temel, Z. (2018). The predictive power ın success of 8th grade students’ attitudes and anxiety towards maths about exponents. (Unpublished Master Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Yılmaz, H. R. (2015). Examination of the relationship between mathematics achievement and mathematics anxiety, test anxiety and some demographic variables in primary school secondary school students. (Unpublished Master Thesis). Gaziantep University, Institute of Educational Sciences, Gaziantep.
  • Zhang J, Zhao N and Kong QP (2019) The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Front. Psychol. 10:1613. doi: 10.3389/fpsyg.2019.01613
Year 2022, Volume: 6 Issue: 2, 193 - 206, 31.12.2022
https://doi.org/10.54535/rep.1206987

Abstract

Thanks

20. Uluslararası Sınıf Öğretmenliği Sempozyumu'nda (2022) sunulan sözlü bildiriden türetilmiştir.

References

  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185.
  • Baban, A. (2018). Mathematical concern and perceived teacher attitude in middle school students (Unpublished Master Thesis). Nişantaşı University, Institute of Social Sciences, İstanbul.
  • Barroso, C., Ganley, C. M., McGraw, A. L., Geer, E. A., Hart, S. A., & Daucourt, M. C. (2021). A meta-analysis of the relation between math anxiety and math achievement. Psychological Bulletin, 147(2), 134.
  • Bayırlı, H., Geçici, M. E., & Erdem, C. (2021 The Relationship between mathematics anxiety and mathematics achievement: A Meta-analysis study. Pamukkale University Journal of Education, 1-23.
  • Borenstein, M., Hedges, L. V., Higgins, J. P. T., ve Rothstein, H. R. (2009). Introduction to Meta-Analysis. Chichester: John Wiley ve Sons Ltd.
  • Bozkurt, S. (2012). An investigation into the relationship between test anxiety, mathematics anxiety, academic achievement and mathematics achievement of the seventh and eight grade primary school students (Unpublished Master Thesis). İstanbul University, Institute of Social Sciences, İstanbul.
  • Cheung, M. W. L. (2015). Meta-analysis: A structural equation modelling approach. United Kingdom: John Wiley ve Sons Ltd.
  • Cohen, L., Manion, L. & Morrison, K. (2007). Research method in education (6th edition). New York: Taylor & Francis e-Library.
  • Cooper, H., Hedges, L. V., ve Valentine, J. C. (Eds.). (2019). The handbook of research synthesis and meta-analysis (Third edit). Russell Sage Foundation.
  • Çetiner, İ. (2018). The effect of mathematical concerns of eighth grade students on mathematical achievement in the transition from primary to secondary education test (TEOG). (Unpublished Master Thesis). Çanakkale Onsekiz Mart University, Institute of Educational Sciences, Çanakkale.
  • Delioğlu, H. N. (2017). 8th grade students of success of mathhematıcs and test and mathematics anxiety, mathematics self effıcacy of investıgatıon. (Unpublished Master Thesis). Adnan Menderes University, Institute of Social Sciences, Aydın.
  • Dreger, R. M., & Aiken Jr, L. R. (1957). The identification of number anxiety in a college population. Journal of Educational psychology, 48(6), 344.
  • Dursun, Ş. & Bindak, R. (2011). Primary Education II. Investigation of mathematics anxiety of high school students. Cumhuriyet University Faculty of Letters Journal of Social Sciences, 35(1), 18-21.
  • Egger, M., Smith, G. D., Schneider, M., & Minder, C. (1997). Bias in meta-analysis detected by a simple, graphical test. Bmj, 315(7109), 629-634.
  • Glasziou, P., Irwig, L., Bain, C., ve Colditz, G. (2001). Systematic reviews in health care: a practical guide. Cambridge University Press.
  • Hembree, R. (1990). The nature, effects, and relief of mathematics anxiety. Journal for Research in Mathematics Education, 21, 33–46. doi:10.2307/749455
  • İlhan, M. & Öner-Sünkür, M. (2012). Predictive power of math anxiety, positive and negative perfectionism for 8th grade students’ mathematıcs achievement. Mersin University Journal of the Faculty of Education, 8(1), 178-188.
  • İlhan, M. & Öner-Sünkür, M. (2013). Investigation of predictive power of mathematics anxiety on mathematics achievement in terms ofgender and class variables. Gaziantep University Journal of Sciences, 12(3), 427-441.
  • Kalin, G. (2010). The examination of elementary studets? mathematics attitudes, self efficiancy, anxiety and achievement master thesis. . (Unpublished Master Thesis). Başkent University, Institute of Education Sciences, Ankara.
  • Kandal, R., & Baş, F. (2021). The prediction status of secondary school students’ metacognitive awareness, self-regulatory learning strategies, anxiety and attitude levels towards mathematics on mathematics achievement. International Journal of Educational Studies in Mathematics, 8(1), 27-43.
  • Karlı-Şentürk, C. (2016). The prediction of high school students' maths anxiety. (Unpublished Master Thesis). Ahi Evran University, Institute of Educational Sciences, Kırşehir.
  • Kesici, A. (2015). The effect of secondary school students' affective features towards mathematics and the stress they experience before the teog exam (the exam for accessing to various types of high schools) on their mathematical success (Unpublished Doctoral Thesis). Dicle University, Institute of Educational Sciences, Diyarbakır.
  • Kılıç, A. S. (2011). The relationship between general achievement, mathematics achievement, attitudes towards mathematics lesson, motivation and mathematics anxiety of primary school secondary school students (Unpublished Master Thesis). Gazi University, Institute of Educational Sciences, Ankara.
  • Klassen, R. M., & Tze, V. M. (2014). Teachers’ self-efficacy, personality, and teaching effectiveness: A meta-analysis. Educational Research Review, 12, 59-76.
  • Koza-Çiftçi, Ş. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory and Practice, 15(6), 1487-1501.
  • Külünk-Akyurt, G. (2019). Examination of the relationship between primary school 4th grade students' mathematics motivation, anxiety and success. (Unpublished Master Thesis). Ordu University, Institute of Social Sciences, Ordu.
  • Li, Q., Cho, H., Cosso, J. et al. Relations Between Students’ Mathematics Anxiety and Motivation to Learn Mathematics: a Meta-Analysis. Educ Psychol Rev 33, 1017–1049 (2021).
  • Lipsey, M. W., Puzio, K., Yun, C., Hebert, M. A., Steinka-Fry, K., Cole, M. W., …Busick, M. D. (2012). Translating the statistical representation of the effects of education interventions into more readily interpretable forms. National Center for Special Education Research.
  • Ma, X. (1999). A meta-analysis of the relationship between anxiety toward mathematics and achievement in mathematics. Journal for Research in Mathematics Education, 30(5), 520-540.
  • Mutlu, Y., Söylemez, İ. & Yasul, A. F. (2017). Examining of therelationship between mathanxiety and mathachievement of elementaryschool students. Journal of Human Sciences, 14(4), 4425-4434.
  • Namkung, J. M., Peng, P., & Lin, X. (2019). The relation between mathematics anxiety and mathematics performance among school-aged students: A meta-analysis. Review of Educational Research, 89(3), 459-496.
  • Pajares F, Miller MD. (1994) Role of self-efficacy and self-concept beliefs in mathematical problem solving: A path analysis. Journal of Educational Psychology 86(2), 193-203.
  • Pekdemir, Ü. (2015). The relations between math achievement and math anxiety, self-esteem, academic self-efficacy beliefs and automatic thoughts of 9th and 10th grade students. (Unpublished Master Thesis). Karadeniz Technical University, Institute of Educational Sciences, Trabzon.
  • Peker, M. & Şentürk, B. (2012). An ınvestıgatıon of 5th grade studens’ math anxıety ın terms of some varıables. Dumlupınar University Journal of Social Sciences, 34, 21-32.
  • Reçber, Ş. (2011). An investigation of the relationship among the seventh grade students' mathematics self efficacy, mathematics anxiety, attitudes towards mathematics and mathematics achievement regarding gender and school type (Unpublished master thesis). Middle East Technical University, Ankara.
  • Sarıgöl, S. (2019). The role of parental math anxiety in students’ math anxiety and performance (Unpublished master thesis). Boğaziçi University, İstanbul.
  • Şad, S. N., Kış, A., Demir, M., & Özer, N. (2016 Meta-analysis of the relationship between mathematics anxiety and mathematics achievement. Pegem Journal of Education and Instruction, 6(3), 371-392.
  • Temel, Z. (2018). The predictive power ın success of 8th grade students’ attitudes and anxiety towards maths about exponents. (Unpublished Master Thesis). Necmettin Erbakan University, Institute of Educational Sciences, Konya.
  • Yılmaz, H. R. (2015). Examination of the relationship between mathematics achievement and mathematics anxiety, test anxiety and some demographic variables in primary school secondary school students. (Unpublished Master Thesis). Gaziantep University, Institute of Educational Sciences, Gaziantep.
  • Zhang J, Zhao N and Kong QP (2019) The Relationship Between Math Anxiety and Math Performance: A Meta-Analytic Investigation. Front. Psychol. 10:1613. doi: 10.3389/fpsyg.2019.01613
There are 40 citations in total.

Details

Primary Language English
Subjects Studies on Education
Journal Section Research Article
Authors

Hakan Ulum 0000-0002-1398-6935

Tuncay Küçükdanacı This is me 0000-0002-5039-4656

Publication Date December 31, 2022
Published in Issue Year 2022 Volume: 6 Issue: 2

Cite

APA Ulum, H., & Küçükdanacı, T. (2022). The Relationship between Mathematics Anxiety and Mathematics Achievement: Meta Analysis Study. Research on Education and Psychology, 6(2), 193-206. https://doi.org/10.54535/rep.1206987

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