Measuring the Mathematics Anxiety of High School Students

Abstract

The focus on science, technology, engineering, and mathematics fields has noticeably increased in recent decades with the rapid growth in technology. Mathematical knowledge and competence is in many ways a gateway to scientific and technical development, and therefore careers (Prieto & Delgado, 2007). Unfortunately, national and international assessments of mathematics achievement (e.g., Kena et al., 2016; NCES, 2015; OECD, 2013) show that schools in the United States are not helping students achieve acceptable levels of mathematical and numerical proficiency. Therefore, we need to understand how various factors, including mathematics anxiety, affect student performance and persistence in STEM. To do this, a valid and reliable measure of mathematics anxiety is needed. Existing instruments to measure mathematics anxiety have been insufficient in several ways, including in their conceptualization of the construct and use of classical test theory over Rasch measurement theory methods.In this study, an instrument – the Comparative Mathematics Anxiety Scale (CMAS) – was developed to measure the three-dimensional conceptualization of mathematics anxiety that Dr. Caroline Vuilleumier and I originated. A unique, comparative item format adapted from Ludlow et al. (2014, 2019) and Rasch measurement theory (Rasch, 1960/1980) were utilized to mitigate some of the limitations of existing instruments. The overarching research question and three sub-research questions explored whether the CMAS could measure mathematics anxiety in a valid, reliable, and meaningful way. This study employed a seven-step iterative scale development process and was accomplished across three rounds. Ultimately, twenty-three third-person items were developed to capture the emotional-attitudinal, mental-cognitive, and physical-somatic dimensions of mathematics anxiety. Using the Rasch rating scale model, the outcome was the 23-item CMAS that reliably and validly measures increasing levels of three dimensions of mathematics anxiety. The distribution of the items mostly confirmed their hypothesized order and the Rasch measurement theory principles. The scale also provides meaningful interpretations of what a raw score means regarding a student’s experience of emotional-attitudinal, mental-cognitive, and physical-somatic mathematics anxiety. Overall, the findings suggest that the novel approach of combining Rasch measurement theory with third-person items and comparative response options can be successful in developing a scale that measures an important construct. Furthermore, the scale can provide the evidence needed in the provision of interventions and in research to reduce students’ overall experience of mathematics anxiety.