Dissertation Defense Announcement Ed.D. Program: Shehnaz Ahmad “A Survey Study of Math Anxiety: Looking Beyond Achievement to Examine Student and School-Related Predictors”

Mathematics anxiety (MA) undermines students’ academic performance, emotional well-being, and persistence in STEM subjects. Most research on MA has focused on improving student performance, with limited attention to students’ opinions and experiences in math. This survey study examined high school students’ self-reported experiences to inform targeted interventions for mediating MA. Research questions guiding this study are: 1. What is the level of student math anxiety (MA) as measured on the modified Abbreviated Math Anxiety Scale? 2. Do total MA and math achievement share an inverse or direct relationship? 3. Which school and student-related factors are more predictive of levels of MA and math achievement?

Survey data were collected from 214 students at two highly rated public high schools in a Central New Jersey district with predominantly affluent families and a majority Asian student population. The two-part Qualtrics survey included (1) a questionnaire assessing demographics, achievement, peer, family, and teacher influences in math learning, and (2) a validated and modified Abbreviated Math Anxiety Scale to measure students’ levels of MA. Data were cleaned and uploaded into SPSS for analysis. Descriptive statistics and correlational analyses were used to identify associations between student and school factors. Regression models were employed to identify significant predictors of MA.

Findings from this study are: (a) MA and achievement are inversely related, although getting a grade other than an A is a strong predictor of higher levels of MA; (b) Females, including those viewed as high achieving in mathematics, are more likely to develop MA; (c) Student self-study habits to master math content predicted lower MA; (d) Upon controlling student-factors and achievement in math, school characteristics that strongly predict high MA are competitive peer relationships and exposure to difficult content.

In light of these findings, as a teacher leader, I intend to highlight the importance of supporting students’ independent self-study habits, providing opportunities for female students to participate successfully in math, and building students’ confidence through growth-oriented, less-competitive classroom environments.