Abstract
The purpose of this meta-analysis was to examine the effects of Cognitive Behavioral Therapy (CBT) interventions as a clinic-based treatment on students’ mathematics anxiety level. A total of 7 studies containing 14 effect sizes were selected for inclusion in the present meta-analysis. Results indicated that the overall effect size was moderate to strong (g = -0.76 with SD = 0.04). The implication from the present study is that CBT can be a useful intervention to reduce students’ mathematics anxiety.
Highlights
Mathematics anxiety can be defined as the emotional reaction of fear, tension, helplessness, and mental disorganization when dealing with a mathematics problem (Ashcraft, 2002; Fennema & Sherman, 1976; Zettle, 2003)
Results of a random-effects model on the current study showed a range in values from Hedge’s g = -2.74 to 0.06
This outlier was not excluded because the sample size of this outlier (n = 24) was relatively small compared to the other studies’ sample sizes included in the meta-analysis, meaning that the outlier’s effect would not have a substantial effect on the average weighted effect size due to small sample size of the outlier
Summary
Mathematics anxiety can be defined as the emotional reaction of fear, tension, helplessness, and mental disorganization when dealing with a mathematics problem (Ashcraft, 2002; Fennema & Sherman, 1976; Zettle, 2003). This negative emotional reaction or feeling may be experienced toward mathematics itself. When experienced long-term, mathematical anxiety negatively impacted students’ mathematics achievement as well as their academic success in college (Erden & Akgul, 2010; Foss & Hadfield, 1993; Vitasari, Herawan, Wahab, Othman, & Sinnadurai, 2010). Given the long-term damaging effects of mathematics anxiety, determining what interventions are effective in reducing mathematics anxiety is essential
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