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

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46 low anxiety students or the high anxiety students. <strong>The</strong> current research supports Stanton’s 1973 study in that no difference among testing conditions was found for low anxiety students. However, contrary to the present study, Stanton found a significant difference in test scores for high anxiety students in the music condition. Stanton’s 1975 study is also partially supported. For low anxiety students no significant difference was found in any <strong>of</strong> three music interventions. However, there was a significant difference found for high anxiety students performing to music. Students with the highest mean score listened to music only while they entered the room. To summarize, the use <strong>of</strong> background music during a study session prior to an exam is effective in lowering the mathematics test anxiety <strong>of</strong> students. However, this background music will not have an effect on achievement scores for these students. Limitations and Future Research Several factors could have affected results <strong>of</strong> this research. Four sections <strong>of</strong> College Algebra served as participants. Only two <strong>of</strong> the sections were taught by the same instructor. <strong>The</strong> different teaching styles <strong>of</strong> the three instructors could have had an effect on the test scores and anxiety levels <strong>of</strong> the participants. Environmental issues may have also had an effect on the results. Bushnell (1978) suggested that exam performance is better in smaller rooms. <strong>The</strong> rooms used for the exam in this study were larger lecture rooms. Two sections <strong>of</strong> the course were in each room. <strong>The</strong> rooms used were not the usual rooms that the classes were held in on a daily basis. <strong>The</strong> chairs were close together, the room was hot, and the students were tested with unfamiliar coursemates. Each participant was tested in an unfamiliar environment.
47 <strong>The</strong> research in the area <strong>of</strong> using background music to reduce mathematics test anxiety and increase performance on mathematics exams has focused on the use <strong>of</strong> music during the entire exam. Few researchers have looked at the use <strong>of</strong> background music as a relaxation technique before a mathematics exam. Time may be an issue. For a fifty minute class period it would be difficult to have a ten minute study session before the exam. Future researchers should consider methods to keep consistent classroom environment for the exams while using background music as a relaxation technique. In conclusion, the use <strong>of</strong> background music during a study period prior to an exam is a worthwhile endeavor. Math anxiety is a serious issue for some students. Many college students put <strong>of</strong>f taking a math course for fear <strong>of</strong> the subject. Others get physically ill before and during an exam. Mathematics educators owe it to the students to help them deal with math anxiety. Providing a relaxing, safe environment is one small step in the right direction.
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 50 and 51: 42 Figure 2 Hypothesis 2B: Interact
Page 52 and 53: 44 CHAPTER 4 Discussion The
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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