Research on Education and Psychology

Yazarlar: ["Hakan ULUM", "Tuncay KÜÇÜKDANACI"]

Konular:-

DOI:10.54535/rep.1206987

Anahtar Kelimeler:Mathematics Anxiety • Mathematics Achievement • Meta Analysis,Mathematics Anxiety • Mathematics Achievement • Meta Analysis,Mathematics Anxiety • Mathematics Achievement • Meta Analysis,Mathematics Anxiety,Mathematics Achievement,Meta Analysis

Özet: The overarching goal of this research is to synthesize previous studies on the relationship between mathematics anxiety in primary school and academic success in mathematics course. The studies that were included in the synthesis were evaluated based on a variety of criteria. As a direct consequence of the searching, a total of 21 studies were incorporated into the investigation. Calculating what is known as "inter-coder reliability" was one of the methods used in the study to guarantee the accuracy of the coding protocol. After performing the necessary calculations, it was determined that a reliability of 0.74 was adequate. The reliability of the research, the potential for bias in publication, and the methods used to evaluate the quality of primary studies. There was no evidence of bias. The findings of the meta-analysis indicate that there is an inverse correlation between math anxiety and math achievement, which corresponds to a moderate effect size. The size of this effect was determined by the number of studies included in the analysis. According to the random effects model, the effect size that was determined to have been produced by 21 separate studies was found to be -.42. The measurement tool that was used for the region, the type of study, the education level, and the achievement score were all taken into account during the analyses of moderator variables. It was determined that the moderators, with the exception of the regional moderator, did not produce a statistically significant change in the magnitude of the effect.

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