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The Predictive Power of Students’ Perceptions of Classroom Assessment Environment for Their Mathematics Anxiety

Yıl 2015, Cilt: 34 Sayı: 2, 1 - 21, 09.01.2016

Öz

In this study, it was aimed to determine the predictive power of students’ perceptions of classroom assessment environment for their mathematics anxiety. A correlational model was employed in this study, which was carried out with 410 high school students in the provinces of Diyarbakir in Turkey in the fall of 2014–2015. The Mathematics Anxiety Scale which was developed by Bindak (2005) was employed in the study to measure the students’ math anxiety. Then, in order to determine the students’ perceptions of the classroom assessment environment, the Classroom Assessment Environment Scale, which was developed by Ilhan and Cetin (2014a), was used. The relationships between students’ mathematics anxiety and their perceptions of the classroom assessment environment were investigated via correlation and multiple regression analysis. The results obtained from the correlation analysis demonstrated that learning oriented assessment environment was negatively related to mathematics anxiety. In contrary, performance oriented assessment environment was positively related to mathematics anxiety. As a result of regression analysis, it was determined that students’ perceptions of the classroom assessment environment explain 18% of the total variance on their mathematics anxiety.

Kaynakça

  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2013). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385-389. http://dx.doi.org/10.1016/j.lindif.2011.12.004
  • Alam, H.M.A., & Nadim, D. (2014). Mathematics anxiety in relation to achievement of mathematics among Urdu medium high school students in Hyderabad. Journal of Advanced Studies in Education and Management, 1(1), 42-46. Retrieved from http://www.bcetldh.org/wp-content/uploads/2014/09/journal.pdf
  • Alexander, L., & Cobb, R. (1989). Identification of the dimensions and predictors of math anxiety among college students. Journal of Human Behavior and Learning, 4(1), 25-32. Retrieved from http://files.eric.ed.gov/fulltext/ED251320.pdf
  • Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools in Turkey. International J. Soc. Sci. & Education, 3(3), 795-807. Retrieved from http://ijsse.com/sites/default/files/issues/2013/v3i3/Paper-25.pdf
  • Alkharusi, H. (2008). Effects of classroom assessment practices on students' achievement goals. Educational Assessment, 13(4), 243-266. http://dx.doi.org/10.1080/10627190802602509
  • Alkharusi, H. (2010). Teachers’ assessment practices and students’ perceptions of the classroom assessment environment. World Journal on Educational Technology, 2(1), 27-41. Retrieved from http://www.world-education-center.org/index.php/wjet/article/view/160/pdf_8
  • Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Modeling the relationship between perceptions of assessment tasks and classroom assessment environment as a function of gender. Asia Pacific Education Researcher, 21(3), 93-104. http://dx.doi.org/10.1007/s40299-013-0090-0
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
  • Ashcraft, M.H., Krause, J.A., & Hopko, D.R. (2007). Is math anxiety a mathematical learning disability? In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is math so hard for some children? (2nd ed., pp. 329-348). Baltimore, MD: Brookes Publishing.
  • Ashcraft, M.H., & Moore, A.M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. http://dx.doi.org/10.1177/0734282908330580
  • Baek, S., & Choi, H. (2002). Relationship between students perceptions of classroom environment and their academic achievement in Korea. Asian pacific Education Review, 3(1), 125-135. http://dx.doi.org/10.1007/BF03024926
  • Banks, S.R. (2012). Classroom assessment: Issues and practices (2nd ed.). Long Grove, IL: Waveland Press Inc.
  • Barth, J.M., Dunlap, S.T., Dane, H., Lochmanb, J.E., & Wells, K.C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115-133. http://dx.doi.org/10.1016/j.jsp.2003.11.004
  • Baymur, F. (1994). General psychology (11th ed.). Istanbul: İnkılâp Publishing.
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Öğrencilerin Sınıf Değerlendirme Atmosferine Yönelik Algılarının Matematik Kaygılarını Yordama Gücü

Yıl 2015, Cilt: 34 Sayı: 2, 1 - 21, 09.01.2016

Öz

In this study, it was aimed to determine the predictive power of students’ perceptions of classroom assessment
environment for their mathematics anxiety. A correlational model was employed in this study, which was carried out
with 410 high school students in the provinces of Diyarbakir in Turkey in the fall of 2014–2015. The Mathematics
Anxiety Scale which was developed by Bindak (2005) was employed in the study to measure the students’ math
anxiety. Then, in order to determine the students’ perceptions of the classroom assessment environment, the
Classroom Assessment Environment Scale, which was developed by Ilhan and Cetin (2014a), was used. The
relationships between students’ mathematics anxiety and their perceptions of the classroom assessment environment
were investigated via correlation and multiple regression analysis. The results obtained from the correlation analysis
demonstrated that learning oriented assessment environment was negatively related to mathematics anxiety. In
contrary, performance oriented assessment environment was positively related to mathematics anxiety. As a result of
regression analysis, it was determined that students’ perceptions of the classroom assessment environment explain
18% of the total variance on their mathematics anxiety.

Kaynakça

  • Ahmed, W., Minnaert, A., Kuyper, H., & van der Werf, G. (2013). Reciprocal relationships between math self-concept and math anxiety. Learning and Individual Differences, 22(3), 385-389. http://dx.doi.org/10.1016/j.lindif.2011.12.004
  • Alam, H.M.A., & Nadim, D. (2014). Mathematics anxiety in relation to achievement of mathematics among Urdu medium high school students in Hyderabad. Journal of Advanced Studies in Education and Management, 1(1), 42-46. Retrieved from http://www.bcetldh.org/wp-content/uploads/2014/09/journal.pdf
  • Alexander, L., & Cobb, R. (1989). Identification of the dimensions and predictors of math anxiety among college students. Journal of Human Behavior and Learning, 4(1), 25-32. Retrieved from http://files.eric.ed.gov/fulltext/ED251320.pdf
  • Alkan, V. (2013). Reducing mathematics anxiety: The ways implemented by teachers at primary schools in Turkey. International J. Soc. Sci. & Education, 3(3), 795-807. Retrieved from http://ijsse.com/sites/default/files/issues/2013/v3i3/Paper-25.pdf
  • Alkharusi, H. (2008). Effects of classroom assessment practices on students' achievement goals. Educational Assessment, 13(4), 243-266. http://dx.doi.org/10.1080/10627190802602509
  • Alkharusi, H. (2010). Teachers’ assessment practices and students’ perceptions of the classroom assessment environment. World Journal on Educational Technology, 2(1), 27-41. Retrieved from http://www.world-education-center.org/index.php/wjet/article/view/160/pdf_8
  • Alkharusi, H., Aldhafri, S., Alnabhani, H., & Alkalbani, M. (2014). Modeling the relationship between perceptions of assessment tasks and classroom assessment environment as a function of gender. Asia Pacific Education Researcher, 21(3), 93-104. http://dx.doi.org/10.1007/s40299-013-0090-0
  • Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational Psychology, 84(3), 261-271. http://dx.doi.org/10.1037/0022-0663.84.3.261
  • Ashcraft, M.H., Krause, J.A., & Hopko, D.R. (2007). Is math anxiety a mathematical learning disability? In D.B. Berch & M.M.M. Mazzocco (Eds.), Why is math so hard for some children? (2nd ed., pp. 329-348). Baltimore, MD: Brookes Publishing.
  • Ashcraft, M.H., & Moore, A.M. (2009). Mathematics anxiety and the affective drop in performance. Journal of Psychoeducational Assessment, 27(3), 197-205. http://dx.doi.org/10.1177/0734282908330580
  • Baek, S., & Choi, H. (2002). Relationship between students perceptions of classroom environment and their academic achievement in Korea. Asian pacific Education Review, 3(1), 125-135. http://dx.doi.org/10.1007/BF03024926
  • Banks, S.R. (2012). Classroom assessment: Issues and practices (2nd ed.). Long Grove, IL: Waveland Press Inc.
  • Barth, J.M., Dunlap, S.T., Dane, H., Lochmanb, J.E., & Wells, K.C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42(2), 115-133. http://dx.doi.org/10.1016/j.jsp.2003.11.004
  • Baymur, F. (1994). General psychology (11th ed.). Istanbul: İnkılâp Publishing.
  • Bindak, R. (2005). Mathematics anxiety scale for primary school students. Science and Engineering Journal of Firat University, 17(2), 442-448. Retrieved from http://www.salihyildiz.net/wp-content/uploads/2013/03/RBindak-MatKayg%C4%B1s%C4%B1.pdf
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  • Maloney, E.A., Waechter, S., Risko, E.F., & Fugelsang, J.A (2012). Reducing the sex difference in math anxiety: The role of spatial processing ability. Learning and Individual Differences, 22(3), 380-384. http://dx.doi.org/10.1016/j.lindif.2012.01.001
  • Marsh, G.E., & Tapia, M. (2002, November). Feeling good about mathematics: Are there sex differences? Paper presented at the Annual meeting of the Mid-South Educational Research Association. Chattanooga, TN. Retrieved from http://files.eric.ed.gov/fulltext/ED474446.pdf
  • McLeod, D.B. (1992). Research on affect in mathematics education: A reconceptulization. In D.A. Grouws (Ed.), Handbook of research on mathematics teaching and learning (pp. 575-596). New York: Macmillan.
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  • McMillan, J.H., & Workman, D.J. (1998). Classroom assessment and grading practices: A review of the literature. Richmond, VA: Metropolitan Educational Research Consortium. (ERIC Document Reproduction Service No., ED 453263). Retrieved from http://files.eric.ed.gov/fulltext/ED453263.pdf
  • Meece, J.L., Wigfield, A., & Eccles, J.S. (1990). Predictors of math anxiety and its influence on young adolescents’ course enrollment intentions and performance in mathematics. Journal of Educational Psychology, 82(1), 60-70. http://dx.doi.org/10.1037/0022-0663.82.1.60
  • Mesa, V. (2012). Achievement goal orientations of community college mathematics students and the misalignment of instructor perceptions. Community College Review, 40(1), 46-74. http://dx.doi.org/10.1177/0091552111435663
  • Miller, L.D., & Mitchell, C.E. (1994). Mathematics anxiety and alternative methods of evaluation. Journal of Instructional Psychology, 21(4), 353-359.
  • Mutodi, P., & Ngirande, H. (2014). Exploring mathematics
  • anxiety: Mathematics students’ experiences. Mediterranean Journal of Social Sciences, 5(1), 283-294. Retrieved from http://mcser-org.ervinhatibi.com/journal/index.php/mjss/article/download/1905/1904
  • National Council of Teachers of Mathematics. (1995). Mathematics anxiety. [Supplemental Brochure]. Reston, VA: Author.
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  • Pedhazur, E.J., & Schmelkin, L.P. (1991). Measurement, design, and analysis: An integrated approach. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Popilskis, L.B. (2013). The link between students’ achievement goals and perceptions of the classroom environment. Doctoral Dissertation, Fordhman University, New York. Retrieved from http://fordham.bepress.com/dissertations/AAI3558542/
  • Pulvers, K., & Diekhoff, G.M. (1999). The relationship between academic dishonesty and college classroom environment. Research in Higher Education, 40(4), 487-498. http://dx.doi.org/10.1023/A:1018792210076
  • Rampersad, R. (2003). Mathematics anxiety and achievement in mathematics, Master dissertation, Retrieved from http://digitool.library.mcgill.ca/webclient/StreamGate?folder_id=0&dvs=1415965251963~450
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  • Rodriguez, M.C. (2004). The role of classroom assessment in student performance on TIMSS. Applied Measurement in Education, 17(1), 1-24. http://dx.doi.org/10.1207/s15324818ame1701_1
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  • Stevens, J.P. (2009). Applied multivariate statistics for the social sciences (5th ed.). New York: Routledge.
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  • Wannarka, R., & Ruhl, K. (2008). Seating arrangements that promote positive academic and behavioural outcomes: A review of empirical research. Support for Learning, 23(2), 89-93. http://dx.doi.org/10.1111/j.1467-9604.2008.00375.x
  • Yenilmez, K., & Ozabaci, N.S. (2003). A research on the relationship between mathematics attitudes and mathematics anxiety of teacher high school students. Pamukkale University Journal of Education, 14(2), 132-146. Retrieved from http://pauegitimdergi.pau.edu.tr/Makaleler/651870456_11-YATILI%20%c3%96%c4%9eRETMEN%20OKULU%20%c3%96%c4%9eRENC%c4%b0LER%c4%b0N%c4%b0N%20MATEMAT%c4%b0K%20%c4%b0LE%20%c4%b0LG%c4%b0L%e2%80%a6.pdf
  • Yenilmez, K., & Ozbey, N. (2006). A research on the level of mathematics anxiety of secondary school and private school students. Journal of Uludag University Faculty of Education, XIX(2), 431-448. Retrieved from http://ucmaz.home.uludag.edu.tr/PDF/egitim/htmpdf/2006-19(2)/M13.pdf
  • Young, M.R. (2005). The motivational effects of the classroom environment in facilitating self-regulated learning. Journal of Marketing Education, 27(1), 25-40. http://dx.doi.org/10.1177/0273475304273346
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  • Yuksel Sahin, F. (2008). Mathematics anxiety among 4th and 5th grade Turkish elementary school students. International Electronic Journal of Mathematics Education, 3(3), 179-192. Retrieved from http://www.iejme.com/032008/d3.pdf
Toplam 95 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Fen ve Bilgisayar Alanları Eğitimi
Yazarlar

Mustafa İlhan

Yayımlanma Tarihi 9 Ocak 2016
Yayımlandığı Sayı Yıl 2015 Cilt: 34 Sayı: 2

Kaynak Göster

APA İlhan, M. (2016). The Predictive Power of Students’ Perceptions of Classroom Assessment Environment for Their Mathematics Anxiety. Ondokuz Mayis University Journal of Education Faculty, 34(2), 1-21. https://doi.org/10.7822/omuefd.215264