Reducing Test Anxiety in Math for Adolescents
MetadataShow full item record
Type of Work26 p.
action research papers
ProgramMasters of Education
RightsCollection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email firstname.lastname@example.org.
SubjectsEducation -- Research papers (Graduate)
Teenagers -- Education
Test anxiety -- Prevention
Mathematics -- Study and teaching (Middle school)
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.