Abstract
The aim of this study is to investigate the anxiety levels of high school students towards mathematics lesson according to gender variable. A total of 89 ninth grade students (29 females and 60 males) from various high schools were enrolled in Van province center in the 2017-2018 academic year. In the study, the data were collected by using the developed “Mathematical Anxiety Scale” of the researcher. In the analysis of the collected data, frequency and percentage values were taken and independent sample t test was used. According to the results of the study, high school students' mathematics anxiety levels were at medium level. In addition, there were no statistically significant differences in the anxiety levels of female and male students. While the test anxiety levels of the students who participated in the study were higher than the other anxiety levels, the lowest anxiety level was seen as lack of curriculum subjects.
Highlights
In recent years, mathematics anxiety has emerged as a common phenomenon experienced between primary school students and university students (Peker & Şentürk, 2012)
3.1 Mathematics Anxiety Levels of Students Mathematics anxiety scores of high school students participating in the study are presented in table 2
It was aimed to determine the anxiety levels of high school students towards mathematics lesson and to examine them according to subfactor variables such as textbooks and gender, satisfaction with the teacher, test anxiety, the insufficiency of the secondary school they studied before and the anxiety arising from the curriculum and the following results were obtained: One of the most frequently examined factors related to mathematics anxiety is gender (Hembree, 1990)
Summary
Mathematics anxiety has emerged as a common phenomenon experienced between primary school students and university students (Peker & Şentürk, 2012). Davarcıoğlu (2008), in his research on the fear of mathematics, explained fear as a feeling of excitement, and fear turned into bodily reactions, such as trembling, flushing, not breathing, heart palpitations, fainting, and so forth He stated that mathematical anxiety was the result of his being physically exposed to situations. It is stated that mathematics anxiety, which is a disturbing situation on the students, causes the student to be afraid of the course, not to participate in the activities related to the course in time, to decrease the rate of learning with the increase of panic and uneasiness and to hate the mathematics in a continuous failure (Alkan, 2010)
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