Author(s): Sevda GÃ–KTEPE YILDIZ, Seda GÃ–KTEPE KÃ–RPEO?LU
The main aim of this study is to analyze the relationship between middle school students’ mathematics exam anxiety and their academic achievement, and also whether the students’ mathematics exam anxiety differ according to their gender and the gender of their mathematics teachers. 300 eighth grade students from 10 different middle schools participated in the study. The Personal Information Form and the Mathematics Exam Anxiety Scale, which has two sub-dimensions: facilitating mathematics anxiety and challenging mathematics anxiety, are the data collection tools of the research. The analysis of the data was carried out quantitatively and the survey model was used in the research. According to the results of the research, while middle school students’ mathematics exam anxiety differed significantly according to their gender in the debilitating mathematics anxiety sub-dimension, there is no difference in the whole scale and in the facilitating mathematics exam anxiety sub-dimension. However, middle school students’ mathematics exam anxiety differ significantly according to the gender of their mathematics teachers in the whole scale and in the debilitating mathematics exam anxiety sub-dimension. In addition, it was stated that there was a remarkable relationship between the mathematics exam anxiety of 8th grade students and their level of achievement in mathematics lessons.