Test Anxiety in Math Among Middle School Students

Nancy Martinez

nmartinez26@schools.nyc.gov

INTRODUCTION

Mr. D’Angelo is concerned about students’ test scores on the NY Math State Exam. He is wondering if test anxiety may be impacting students' test scores. Mr. D’Angelo is asking us to investigate this issue and come up with a solution to help reduce test anxiety in Math at David A. Boody.

TASK

Students will survey a random sample of 7th grade students at David A. Boody to determine whether or not they have test anxiety and if it has impacted their test scores. Students will summarize their findings and present solutions on a Google Slide or Canva presentation to the class.

Part 1: Create a survey on Google Form to determine if students have test anxiety and what are the causes

Part 2: Survey a random sample of 7th grades students

Part 3: Create a Google Slide or Canva presentation on your findings. Represent your data using quantitative measures like mean median mode or range or use a graph like a dot frequency graph or box plot. In your presentation you must include possible solutions to reduce test anxiety among middle school students. We will be following the PPA (Public Policy Analyst) framework.

Part 4: Present

PROCESS/RESOURCES

In pairs you will be using the PPA model to tackle this social Issue. Pairs will be assigned.

Step 1: Define the Problem

1. In the worksheet assigned answer the following questions

Define test anxiety

State the problem at David A. Boody that we are investigating

List stakeholders of this issue

Describe at least 3 consequences of this social issue (individual and school wide)

Step 2: Gather the Evidence

1. Research signs and symptoms of test anxiety and list them in the worksheet assigned
2. Create a survey on Google Form. Your questions may be Yes/ No, multiple choice, rating scale, checkbox or open response . Keep in mind that your presentation will have to inclue at least one graph.

3. Your Google Form must include: Participant name, if they demonstrate signs of test anxiety, causes of their test anxiety, their math state test score from last year
4. Survey a random sample of 7th grade students

Step 3: Identify the Causes

Based on your survey, list some factors that contribute to test anxiety among math students. Write your answer on the worksheet provided. Suggestion: if you see common causes consider making a pie chart to represent this in your presentations.

Step 4: Evaluate an Existing Policy

What policies at the school currently exist to help students overcome test anxiety. Provide answers in the worksheet Consider after school programs, lunch clubs, counseling , RAPP, STOMP. David A. Boody school website

Step 5: Develop Solutions

Based on your survey data and research come up with at least 3 possible situations that can be implemented school wide.

Step 6: Select the Best Solution

For each solution you and your partner came up with consider the following:

● How feasible are they? Feasible: possible to do easily or conveniently. What resources will be needed?

● How effective will they be?

EVALUATION

Rubric

CONCLUSION

Congrats! You have researched, investigated and presented on a social issue regarding our school. Your slides have been submitted to Mr. D’Angelo. Be prepared to work together with Mr. D to implement your solutions to the school.

Reflection questions

1. What are some obstacles that we may come across when implementing your solution?
2. What are the benefits to reducing test anxiety?
3. How can we measure the effectiveness of your solution

STANDARDS

NY-6.SP.1B Understand that statistics can be used to gain information about a population by examining a sample of the population; generalizations about a population from a sample are valid only if the sample is representative of that population.

NY-6.SP.1C Understand that the method and sample size used to collect data for a particular question is intended to reduce the difference between a population and a sample taken from the population so valid inferences can be drawn about the population. Generate multiple samples (or simulated samples) of the same size to recognize the variation in estimates or predictions.

NY-6.SP.2 Understand that a set of quantitative data collected to answer a statistical question has a distribution which can be described by its center, spread, and overall shape.

NY-6.SP 4. Display quantitative data in plots on a number line, including dot plots, and histograms.

NY-6.SP 7. Approximate the probability of a simple event by collecting data on the chance process that produces it and observing its long-run relative frequency, and predict the approximate relative frequency given the probability.

Resources:

● Kids health

● Math is Fun