A study of the effects of feedback on the relationship between anxiety and mathematical performance of seventh and eighth grade students

The purposes of this study were to investigate the effects of feedback on: (1) anxiety, (2) mathematics performance, and (3) the relationship between anxiety and mathematics performance. Junior High School students were randomly assigned to four groups according to sex, grade level and pre-anxiety test scores distribution. The Children's Manifest Anxiety Test (Castaneda, Palermo and McCandless, 1956) was administered to determine the students' anxiety level. The Group Mathematics Diagnostic Test Forms 1 and 2 (Young and Knapp, 1970) was administered to diagnose the students' abilities in mathematics. The pre-assessments were conducted by the home-room teacher. The anxiety test was administered by using an audio tape containing directions and questions. Upon completion of the anxiety test, the purpose of a mathematics diagnostic test was stated, directions were given, and the no time limit group mathematics diagnostic test was administered. Each of the four groups were randomly assigned to one of the three, feedback treatments or the denied treatment group as follows: (1) F1, return pre-mathematics test papers with corrected incorrect answers. (2) F2, return pre-mathematics test papers with corrected incorrect answers and discussion. (3) F3, return pre-mathematics test papers with errors marked but uncorrected, and (4) NF, denied results of pre-mathematics test. Each group was given feedback treatment or denied feedback two weeks following the pre-assessment. Following the treatment and denied treatment periods, anxiety and group mathematics diagnostic data were collected on the four groups. Data were analyzed for each group for significant difference at the .05 level for: (1) anxiety, significant difference due to the feedback received or denied by the correlated t test. (2) mathematical performance, significant difference due to the feedback received or denied by the correlated t test. (3) difference between the pre-post anxiety test scores and difference between pre and post group mathematics test score, significant correlation for each group by the Pearson Product Moment Correlation with a Fisher's Z test. (4) high, low and average anxious students significant change in anxiety and mathematical performance due to feedback received or denied by a correlated t test. Findings. Analysis of data indicated a significant decrease in the anxiety level of students of Groups F1, F3, and NF. There was not a significant decrease in anxiety for students of Group F3. [...]Education, College o