Citas bibligráficas
Portocarrero, T., Salinas, G. (2023). La relación entre ansiedad y desempeño matemático al final de la escuela primaria [Tesis, Universidad Peruana de Ciencias Aplicadas (UPC)]. http://hdl.handle.net/10757/669076
Portocarrero, T., Salinas, G. La relación entre ansiedad y desempeño matemático al final de la escuela primaria [Tesis]. PE: Universidad Peruana de Ciencias Aplicadas (UPC); 2023. http://hdl.handle.net/10757/669076
@misc{sunedu/3474041,
title = "La relación entre ansiedad y desempeño matemático al final de la escuela primaria",
author = "Salinas Gonzales, Gianela Karina",
publisher = "Universidad Peruana de Ciencias Aplicadas (UPC)",
year = "2023"
}
The present study aims to determine whether there is a relationship between anxiety and mathematical performance in sixth grade primary school students. Mathematics anxiety is a type of anxiety that affects a specific academic area, in this case mathematics. Studies have shown that mathematics anxiety is present in students from the beginning of adolescence and increases with progress in the academic environment. Likewise, three important factors were identified in the results of the studies reviewed. One of them is the presence of mathematical anxiety depending on the educational level, both in school and university students, and how this affects their mathematical performance. Another factor is gender, with females being more affected by the level of mathematics anxiety. The last factor is the motivation that students have in mathematics, which indicates that higher levels of motivation, present lower levels of mathematical anxiety. 149 sixth grade students (age range from 10 years 10 months to 11 years 3 months) from four schools in two Peruvian cities participated in two assessments, mathematical anxiety (The Math Anxiety for Children) and mathematical performance (Progress in Maths 11). The results revealed that there is no relationship between anxiety and mathematical performance (r=-.116, p=0.160) in sixth grade students. However, analyses divided by gender revealed that females (n=72) have an almost significant relationship (r=-.227, p=0.56). Presenting a lower average in mathematical performance compared to their male counterpart (x= 14.05 and 15.71 respectively) and a higher anxiety (x= 49.92 and 42.64 respectively). This is evidence, as seen in other studies (Salwani & Salleh., 2001; Woodard., 2004; Yuksel- Şahin., 2008; Karimi & Venkatesan., 2009; Khatoon & Mahmood., 2010; citado en Zakaria et al., 2012), that women present higher levels of anxiety and have an inverse relationship with their performance. Anxiety could have a negative effect on their performance.
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