neuro-congress-2019-accepted-abstracts

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Neuro Congress 2019

Journal of Brain and Neurology | Volume 3

June 19-20, 2019 | Dublin, Ireland

OF EXCELLENCE

IN INTERNATIONAL

MEETINGS

YEARS

NEUROLOGY AND BRAIN DISORDERS

International Conference on

J Brain Neurol 2019, Volume 3

THE IMPACT OF TIMED EXAMS, TEACHER’S PRACTICES, CONTENT AND GRADE LEVEL

ON STUDENT’S MATH ANXIETY IN SECONDARY AND INTERMEDIATE CLASSES

Sanaa Shehayeb

and

Annouti M

Lebanese International University, Lebanon

he aim of this study is to examine the relationship between grade level, math content, timed exams and

math teacher’s practices (knowledge and interaction) and student’s math anxiety in the intermediate and

secondary levels since mathematics is a daily life topic laden with confusion and many individuals as students

are anxious about dealing with mathematics for diverse reasons. The study employed a sequential explanato-

ry design “Descriptive quantitative followed by qualitative data collection” to answer the research questions.

The sample included 450 participants divided into 80 middle school students and 370 secondary students in

three private schools and two public schools and was selected using stratified random sampling technique.

Data from the selected participants was collected using standardized questionnaires to check out the desig-

nated factors and the variables prepared between February and April 2018; the data was then analyzed using

SPSS (Statistical package for the social sciences version 23). To validate the questionnaires, prior to distributing

them among the students, meetings were held with two math coordinators in the field of middle school and

secondary level education and one academic education professor. Scale assessment was relative (rank order)

and measurement was self-rating. To complete the research, interviews with math teachers and coordinators

were assembled to discuss the outcomes of the study and set up future directions and the recommendations

needed to enlighten on the designated topic. The results classified grade level, math content, timed exams and

diverse items related to teacher’s practices as factors contributing to student’s math anxiety. The researcher

recommends this study to directing parents and educators towards understanding the classification of low,

moderate and high level of math anxiety and some of the factors contributing to it.