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

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42 Figure 2 Hypothesis 2B: Interaction <strong>of</strong> Anxiety Treatment Group by Anxiety Level (Independent Variables) on College Algebra Exam Score (Dependent Variable) Exam Score 90 80 70 60 50 40 30 20 10 81.67 81.73 78.53 66.78 0 Low Anxiety Level High Control (No <strong>Music</strong>) Experimental (<strong>Music</strong>)
43 Hypothesis 2A was that there would be a statistically significant difference in the achievement scores between the experimental and control groups as measured by the first course exam. <strong>The</strong> findings did not support this hypothesis. <strong>The</strong> College Algebra exam scores did not differ between the music intervention group and the silence group. Hypothesis 2B stated that there would not be a significant difference in the achievement scores between the students with lower test anxiety in the control and experimental groups as measured by the first course exam. In contrast, there would be a significant difference in the achievement scores between the students with higher test anxiety in the control and experimental groups as measured by the first course exam. <strong>The</strong> findings did not support this hypothesis as a whole. However, partial support is given for the hypothesis. Between the lower anxiety students in the music intervention group and the silence group, no difference was found in the exam scores. <strong>The</strong>re was also no difference found in the exam scores between the higher anxiety students in the music intervention group and the silence group. <strong>The</strong> findings for all four hypotheses will be discussed in the next chapter.
Page 1 and 2: The Effect
Page 3 and 4: iii Acknowledgements I would like t
Page 5 and 6: v Table of Content
Page 7 and 8: vii LIST OF TABLES Table 1 Factors
Page 9 and 10: CHAPTER 1 Rationale, Literature Rev
Page 11 and 12: 3 Spielberger (1985) described trai
Page 13 and 14: 5 Factor analyses. Researchers have
Page 15 and 16: 7 Anxiety Subscale of</stro
Page 18 and 19: 10 Table 1 (continued) Ferguson (19
Page 20 and 21: 12 to 66 students attending the Tex
Page 22 and 23: 14 the Missouri Mathematics Placeme
Page 24 and 25: 16 differences between the mean exa
Page 26 and 27: 18 students to one of</stro
Page 28 and 29: 20 background music on reading comp
Page 30 and 31: 22 Anxiety level. Researchers have
Page 32 and 33: 24 The final study
Page 34 and 35: 26 Definitions math-test-anxious st
Page 36 and 37: 28 group, while sections 002 and 00
Page 38 and 39: 30 Research Question 1. Does the us
Page 40 and 41: 32 CHAPTER 3 Results This research
Page 42 and 43: 34 Table 2 Hypothesis 1B: 2 (Anxiet
Page 44 and 45: 36 Hypothesis 2A The</stron
Page 46 and 47: 38 Table 3 Hypothesis 2B: Pre-Exam
Page 48 and 49: 40 group between lower anxiety and
Page 52 and 53: 44 CHAPTER 4 Discussion The
Page 54 and 55: 46 low anxiety students or the high
Page 56 and 57: 48 References Alexander, L., & Cobb
Page 58 and 59: 50 D'Ailly, H., & Bergering, A. (19
Page 60 and 61: 52 Mowsesian, R., & Heyer, M. (1973
Page 62 and 63: 54 Wolf, R., & Weiner, F. (1972). <
Page 64 and 65: 56 APPENDIX A Last 4 digits <strong

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