Abstract:

The general purpose of this study is to examine the relationship between primary school fourth grade students' mathematics anxiety levels and mathematics course success. The universe of the research is the primary schools in Dulkadiroğlu and Onikişubat districts of Kahramanmaraş in the 2018-2019 academic year. The sample of the research consists of 591 fourth grade students in 8 primary schools selected by simple random cluster sampling method. "Personal Information Form" and "Mathematics Anxiety Scale for Primary School 3rd and 4th Grade Children" were used to collect research data. In the analysis of the data, descriptive statistics suitable for the sub-purposes of the research, independent groups t-Test, Mann-Whitney U test, Kruskal-Wallis H test, one-way analysis of variance (ANOVA) for unrelated samples, LSD test, Spearman-Brown Correlation Analysis test were applied. As a result of the research, it was found that those who went to kindergarten in the positive dimension of anxiety were higher in those who did not go to kindergarten in the negative dimension of anxiety. No difference was found between math attitude and anxiety level. The anxiety levels of the students did not differ according to the mother's education and profession. Mathematics attitude dimension was found to be higher for those whose fathers graduated from high school than those who graduated from secondary school and university in the variable of father education. According to the variable of negative emotion dimension, father's occupation, those whose fathers do not work, self-employed and workers are among civil servants; positive emotion dimension was found to be higher among those whose fathers were civil servants, workers and non-workers, self-employed and workers. There was a negative relationship between negative emotion of anxiety and mathematics course success, a low level positive relationship between positive emotion and math course success, and no relationship was found between math attitude and course success. Seminars on anxiety can be given to teachers, and various trainings can be given to families and students. Arrangements can be made in the lectures by interviewing the kindergarten students.

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