Manna, Alyssa2016-05-122016-05-122009-08http://hdl.handle.net/11603/2837The 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.26 p.en-USCollection 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 archives@goucher.edu.Education -- Research papers (Graduate)Teenagers -- EducationTest anxiety -- PreventionMathematics -- Study and teaching (Middle school)Text