[논문]고등학생의 수학성취와 수학불안 간의 상관연구

유경훈; 황선욱

doi:10.7468/mathedu.2019.58.3.337

초록
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본 연구는 고등학생의 수학불안과 수학적 성취가 성별과 학년별로 어떻게 다른지 분석하고 수학불안과 수학성취 요인 간의 상관 및 설명력을 알아보고자 실시되었다. 서울지역의 고등학생 459명을 대상으로 수학불안 검사와 수학성적을 조사하고 SPSS 24.0을 활용하여 T-test와 상관관계, 회귀 분석을 실행하였으며 분석결과 성별과 학년에 따라 수학점수 및 수학불안은 차이가 있는 것으로 나타났다. 남학생의 수학 점수는 흥미, 수학성취 요인 및 수학적 자신감 요인에 의해 의미 있게 설명되었으며 여학생의 경우 수학 성취와 흥미요인이 의미 있는 예측변인으로 나타났다. 다음으로, 수학적 불안과 수학성취는 1학년과 3학년에서 상관이 있었으며, 모든 학년에서 수학 점수를 유의하게 예측할 수 있는 변수는 수학에 대한 흥미요인이었다. 이상의 결과에 이해 교육현장에서의 시사점이 논의되었다.

Abstract ▼ AI-Helper

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects...

The purpose of this paper is to investigate the differences of the mathematics anxiety and mathematical achievement of high school students according to gender and grade, and to find out which mathematics anxiety causes have more influence on mathematical achievement and how much it is. The subjects of this study consist of 459 students selected for a class of unit, in high schools located in Seoul, Korea. Huh(1996)'s Mathematics Anxiety Scale was used. The collected data were analyzed by using the 24.0 SPSS program. The data were also tested by using the t-test, correlation and multiple regression. The major results of this study were as follows: Firstly, there was no difference in mathematics score according to gender, but mathematics anxiety was higher in girl students. Mathematics score and mathematics anxiety have significantly related each other. Boy students' mathematics scores were significantly explained by interest, Mathematical Achievement factor, and mathematical confidence factor. For girl students, mathematics achievement factor, interest were the significant predictors. Secondly, mathematical anxiety and mathematics scores were correlated in the first and third grades, and the variables that predict mathematics scores significantly in all grades were interest.

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표/그림 (6)

표 [Table 1] Difference of variables between two gender groups
표 [Table 2] Correlation between mathematics scores and mathematics anxiety
표 [Table 3] Regression of mathematics anxiety factors for mathematics scores
표 [Table 4] Difference in mathematics score and mathematics anxiety by grade
표 [Table 5] Correlation between mathematics score and mathematics anxiety
표 [Table 6] Regression of mathematics anxiety factorsr for mathematics score

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문제 정의

The purpose of this study was to investigate the correlation and its explainability between mathematics anxiety and mathematics score by gender and grade of high school students. In this study, we tested the mathematics anxiety of 459 high school students residing in Seoul and drew the following conclusion based on the comparative analyses of mean scores and regression analyses.

제안 방법

The purpose of this study was to investigate the correlation and its explainability between mathematics anxiety and mathematics score by gender and grade of high school students. In this study, we tested the mathematics anxiety of 459 high school students residing in Seoul and drew the following conclusion based on the comparative analyses of mean scores and regression analyses. The mathematics score did not exhibit different by gender while mathematics anxiety was higher in female students.

대상 데이터

The survey was conducted relatively freely without time constraint. Excluding those containing insincere answers or omissions, the questionnaires were collected from 459 students(male students: 124 persons, female students: 335 persons) comprised of first graders(236, 51.4%), second graders(120, 26.1%), and third graders(103, 22.4%).
The mathematics anxiety test tool of Huh[11] was used to measure the anxiety factors related to mathematics. The questionnaires for middle school students consisted of 65 items. The subfactors consisted of 6 factors, such as mathematics subject factor(15), mathematical achievement factor(mathematical achievement)(12), mathematics cognitive factor(mathematical confidence)(14), mathematics attitude factor(attitudes toward mathematics)(8), teacher factor(teachers)(6), and interest/attention factor(interest in mathematics)(10).
The subjects of this study were selected from 4 high schools located in Seoul. A test-type survey that aimed to evaluate mathematics anxiety was conducted by homeroom teachers.

데이터처리

Technical statistics were estimated to examine the tendency of mathematics anxiety and related variables, and then t-test was performed to determine difference by gender. Analysis of variance(ANOVA) was performed to look into the differences by grade. Pearson correlation analysis and multiple stepwise regression were carried out to examine correlation and explain ability.
0. Technical statistics were estimated to examine the tendency of mathematics anxiety and related variables, and then t-test was performed to determine difference by gender. Analysis of variance(ANOVA) was performed to look into the differences by grade.

이론/모형

The mathematics anxiety test tool of Huh[11] was used to measure the anxiety factors related to mathematics. The questionnaires for middle school students consisted of 65 items.

성능/효과

According to these assertions, Huh(1996) analyzed the factors of mathematics anxiety and presented 5 super-factors and 19 sub-factors. Among those factors, mathematics subject factors consisted of abstractness, teaching method, language and structure, prejudicial anxiety towards t mathematics, and lack of basic function. Mathematics achievement factors consisted of grades, self-concept, and examination.
We conducted a multiple regression analysis of the mathematics anxiety factors explaining the mathematics scores. The factors that explained the mathematics score of first graders were interest/attention factor accounting for 14.6% and mathematical achievement factor accounting for 3.0%. The factors that explained the mathematics score of second graders were interest/attention factor accounting for 4.
The mathematics score did not exhibit different by gender while mathematics anxiety was higher in female students. The results of correlation analysis suggested that female students with lower grades felt more mathematics anxiety and that lower mathematics anxiety led to higher mathematical achievement. Higher mathematics anxiety reduces the effort to achieve and decreases the understanding, and therefore has a negative impact on mathematics score
We performed the regression analysis to determine the extent of effect that the mathematics anxiety subfactors would have on mathematics scores in female students. The results showed that the factors explaining the mathematics scores were mathematical achievement factor accounting for 9.4%, interest/attention factor accounting for 2.5%, and teacher factor accounting for 3.5%.
Wigfield and Meece(1988) analyzed the changes in the extent of mathematics anxiety across students ranging from six graders of elementary schools to third graders of high schools. The results showed that there were significant difference in terms of school variables, and that mathematics anxiety was the highest among the third graders of middle schools and the lowest among the six graders of elementary schools.

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고등학생의 수학성취와 수학불안 간의 상관연구
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고등학생의 수학성취와 수학불안 간의 상관연구 A study on the correlation between mathematics anxiety and mathematics achievement in high school students 원문보기

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고등학생의 수학성취와 수학불안 간의 상관연구
A study on the correlation between mathematics anxiety and mathematics achievement in high school students 원문보기

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