TEST ANXIETY, LOCUS OF CONTROL AND MATHMATICS ACHIEVEMENT PLACEMENT AS CORRELATES TO ACHIEVEMENT IN MATHEMATICS BY STUDENTS IN JUNIOR HIGH SCHOOL

This study proposed: (1) to determine the relationship of test anxiety, locus of control and mathematics achievement placement to mathematics achievement in 7th and 8th grade students and (2) to draw implications from the findings regarding the need for instructional attention to these constructs as a means of enhancing mathematics achievement of students in junior high school. The Nowicki-Strickland Locus of Control Scale for Children and the Sarason Test Anxiety Scale for Children were used, respectively, to measure the locus-of-control orientation (internal or external) and the anxiety felt in testing situations by each study subject. Both tests were administered to each of 206 students (95 girls and 111 boys) in January, 1985 by the investigator in the two schools in which the students attended. Each student was enrolled in a below-average, on-grade or accelerated mathematics class in the Montgomery County (Maryland) School System at the time of data collection. Student records were analyzed for covariate data (reading level, aptitude) as reported on the California Achievement Test. Mathematics achievement of each student was determined by the mathematics stanine listed on the student's record of California Achievement Test results. Findings were that the seventh and eighth grade study subjects in below-average mathematics classes experienced more anxiety and were more external in locus-of-control orientation (felt less in control of their successes and failures) than were students in either on-grade or accelerated mathematics classes. Using the F test in an analysis of covariance, anxiety was found to be significantly related to mathematics achievement at the p < .05 level. The interaction of locus of control and mathematics placement level was also found to be significantly related to mathematics achievement at the p < .05 level. Finally mathematics placement level was found to be significantly related to mathematics achievement at the p < .05 level, suggesting that students achieve to the level of expectancy. The investigator recommended that an experimental program could be established to develop better teaching techniques and modified curricula for more effective teaching of these below-average mathematics achievers.