Akademik Veri Yönetim Sistemi
Kastamonu Eğitim Dergisi, cilt.31, sa.3, ss.498-512, 2023 (Hakemli Dergi)
Purpose: The aim of this study is to examine the relationship between the mathematics anxiety of primary school fourthgrade students and their mathematics achievement and to determine the factors that create mathematics anxiety.
Design/Methodology/Approach: Explanatory sequential design, one of the mixed-method designs, was employed in the
study. The sample of the study consisted of 636 fourth-grade students studying at 14 schools in the central district of
Erzincan in the 2018-2019 academic year and 27 students selected for semi-structured interviews. The data of the study were
collected through the "Mathematics Anxiety Scale" and "Mathematics Anxiety Semi-Structured Interview Form" developed
by the researcher. In the analysis of the data obtained within the scope of the research, descriptive statistics, multivariate
analysis of variance (MANOVA), LSD test statistics, a pairwise comparison technique, Pearson moment multiplication
correlation, multiple linear regression analysis and content analysis were used.
Findings: When the results of the study were examined, it was found that primary school fourth-grade students' scores on
the math anxiety exam dimension are high, there is no significant difference between the mean scores of mathematics
anxiety in terms of gender variable, there is a negative relationship between the mathematics anxiety levels of students and
their mathematics lesson achievement, and the mathematics anxiety level of the students predicts the mathematics lesson
achievement.
Highlights: It was determined that the factors that create the mathematics anxiety of primary school fourth-grade students
are teacher-related, student-related, family and friend-related, lesson-related, and exam-related.