Reducing Test Anxiety in Math for Adolescents
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Date
2009-08
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Masters of Education
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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.