Reducing Test Anxiety in Math for Adolescents

Author/Creator

Author/Creator ORCID

Date

2009-08

Department

Program

Masters of Education

Citation of Original Publication

Rights

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Abstract

The purpose of this study was to determine whether teaching problem-solving strategies would reduce test anxiety and increase math achievement for adolescents. A test created from Maryland State Assessment practice problems was the measurement tool. This study involved the use of a pre-test/post-test intervention design. A pre-test was given in February 2009. Subsequently, the intervention took place for a period of one month when test-taking strategies were taught. At the conclusion of the intervention, a post-test was given to the participants. Achievement gains were significant, though results were affected by various factors. More research in reducing test anxiety in math for adolescents as well as a longer study to analyze problem-solving strategies is needed.