Date of Award

5-1-2016

Document Type

Thesis

Degree Name

Master Of Arts In Urban Education

Colleges & School

College Of Education And Leadership

First Advisor

Linda Gordy, PhD

Library of Congress Subject Heading

Creative writing (Middle school); Math anxiety; Educational tests and measurements; Middle school education

Abstract

This study was designed to determine whether or not creative writing prior to “high-stakes” mathematics examinations was affective in reducing mathematics stress, anxiety, and/or worry. The participants chosen for the study were 26 sixth grade students in a middle school mathematics class. All participants were assigned to either a High Anxiety or Low Anxiety distinction based on an anxiety survey requiring students to rank the level of math anxiety they felt in various mathematics scenarios. Participants were then screened for mathematics ability by scores on standardized and district mathematics exams, and assigned to experimental and control conditions. Results were comprised of individual test scores on two high stakes exams, and analyzed specifically for growth across two installments of each exam. Analysis of growth scores showed that exposure to the experimental creative writing condition was successful for some groups.

Rights

Open Access

OCLC Number

956447222

Is this full-text open access?

1

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Education Commons

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