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

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viii LIST OF FIGURES Figure 1 Hypothesis 1B: Interaction <strong>of</strong> Anxiety Treatment Group by Anxiety Measurement Occasion (Independent Variables) on MARS Score Page (Dependent Variable) ..........................................................36 Figure 2 Hypothesis 2B: Interaction <strong>of</strong> Anxiety Treatment Group by Anxiety Level (Independent Variables) on College Algebra Exam Score (Dependent Variable) ............42
CHAPTER 1 Rationale, Literature Review, and Research Questions Rationale Mathematics is a subject feared by many undergraduates. Exams cause great anxiety for many mathematics students. Research has found that altering the classroom environment during an exam can reduce this anxiety (Bushnell, 1978). <strong>The</strong> use <strong>of</strong> s<strong>of</strong>t background music is one method used to change the academic environment during exams. Hardie (1990) studied the effect <strong>of</strong> music on mathematics anxiety and achievement. Two different environments were used while students took an Intermediate Algebra exam. One group took the exam in silence, while the other group listened to background music during the exam. <strong>The</strong>re was a significant increase in anxiety for the students tested in silence. While Hardie examined only two different environments for test-taking, Stanton (1975) investigated three environments. Students were asked to read a 1500 word passage for ten minutes and take a 20-question exam on the passage. <strong>The</strong> first group entered the room to silence, the second group entered to background music that was turned <strong>of</strong>f once the activity began, and the third group listened to music for the entire activity. Stanton concluded that having background music on while the student enters the room, settles into a seat, and is given the directions for the task would seem sufficient. <strong>The</strong> present investigation used Stanton’s conclusion during a mathematics exam. For the treatment group, classical background music was played while the students entered the room and got settled into a seat. Once the students began the exam, the music
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: vii LIST OF TABLES Table 1 Factors
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 54 and 55: 46 low anxiety students or the high
Page 56 and 57: 48 References Alexander, L., & Cobb
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50 D'Ailly, H., & Bergering, A. (19
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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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