The Effect of Background Music on the Mathematics Test Anxiety of ...

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group between lower anxiety and higher anxiety students (Low Anxiety, n = 24, M =
81.67, SD = 17.36; High Anxiety, n = 15, M = 78.53, SD = 20.82). This interaction is
illustrated in Figure 2.
Internal Consistency <strong>of</strong> the MARS
In 1989, Alexander and Martray designed an abbreviated version <strong>of</strong> the MARS.
To develop this 25-item version, Alexander and Martray (1989) performed a factor
analysis on a 69-item abbreviated version <strong>of</strong> the original 98-item MARS. An internal
consistency alpha coefficient <strong>of</strong> 0.97 was reported by Alexander and Martray for the 69-
item version. In the present study the internal consistency was studied using the
participants pre-exam MARS scores for the 25-item version <strong>of</strong> the MARS. An internal
consistency alpha coefficient <strong>of</strong> 0.96 was calculated.
Summary <strong>of</strong> Findings
Hypothesis 1A was that there would not be a significant difference in the preexam
anxiety scores between the experimental and control groups as measured by the
MARS. <strong>The</strong> findings indicated support for this hypothesis. <strong>The</strong> students in the music
intervention group did not differ from the students in the silence group in terms <strong>of</strong> preexam
anxiety scores.
Hypothesis 1B was that there would be a statistically significant difference in the
pre-exam anxiety and the post-exam anxiety scores <strong>of</strong> the experimental groups as
measured by the MARS. <strong>The</strong> findings indicated support for this hypothesis. <strong>The</strong>
students in the music intervention group reduced their anxiety scores from the pre-exam
inventory to the post-exam inventory.