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It is important to me that the blue corrections are made to correctly state the results of my study. Under perspective, the “blue” statements must have a citation or be removed. Thank you.
Kathy Walsh
RELATIONSHIPS AMONG NURSING STUDENTS’ SAT MATH SCORES TO THEIR BELIEFS ABOUT MATHEMATICS AND MATHEMATICS ANXIETY
A conference proposal submitted by:
Bruce S. Zitkus, Patricia Voelpel, Kathleen Walsh,
Sharon Henle, and Stephanie Tatum
Submitted in partial fulfillment of the requirements for the degree
of Doctor of Education at Dowling College, School of Education,
Department of Educational Administration, Leadership and Technology
Dowling College
Oakdale, New York
2006
Relationships Among Nursing Students’ SAT Math Scores to Their Beliefs about Mathematics and Mathematics Anxiety
Abstract
This study was conducted in a two year Associate Degree Nursing Program at a New York State University in the Northeast United States. It examined the relationships among nursing students’ SAT Math scores and their beliefs about mathematics and mathematics anxiety. The survey instrument consisted of items that measured students’ beliefs about mathematics and mathematics anxiety as well as a question asking for their SAT math score prior to entering the nursing program. The study computed correlation coefficients to examine the relationships among the variables. The students who achieved high scores on their SAT exam were more likely to demonstrate less mathematics anxiety.
(a) Purpose
Students entering nursing programs vary in age, life experiences, and educational backgrounds. Estimates indicate that almost 47% of students enrolled in higher education are over 25 years old (Bash, 2003). The National Assessment of Educational Progress (NAEP) (2001) reported that 35% of 12th graders performed below a basic proficiency level and only 17% performed at or above the proficient levels in mathematics. Thus, it is imperative to understanding nursing students’ beliefs about mathematics, mathematics anxiety, and the relationship to their SAT math scores in order to design appropriate curriculum and assessment tools in nursing courses for those who may need additional remediation.
This study examines Associate Degree nursing students’ mathematics anxiety and beliefs about mathematics prior to taking a mathematics medication performance test at the beginning of the third semester of their nursing program. The results were correlated to their SAT math scores obtained prior to entering college.
(b) Perspective
Nursing practice is becoming more complex, requiring critical thinking and problem solving skills. This is primarily due to the fact that patients are choosing not to be seen by primary care providers until they are often very sick or critically ill. You cannot make these two statements. What is the source for these statements? The decrease in medical benefits and insurance as well as costs of medications has played an important role in this factor. Another critical function of a nurse is the ability to perform complex mathematical calculations in the administration of medications, intravenous and fluid regulation, intake and output replacement computations, conversions of weight, height, volume, size and temperature, estimation and measurement, and record keeping. It is imperative that each nurse has the ability to perform correctly mathematical calculations in order to dispense medications appropriately. Errors in the administration of medications are a serious problem in all health care settings in the United States (Davidbizar & Lonser, 2003; Horns & Loper, 2002; Institute of Medicine, 2000; Fuqua & Stevens, 1988).
Nursing literature indicates that a significant number of nursing students do not learn or retain requisite knowledge and skills to correctly compute medication calculations (Polifroni, McNulty, & Allchin, 2003; Brown, 2002; Pozehl, 1996; Gilham & Chu, 1995; Hek, 1994; Segatore, Edge, & Miller, 1993; Blais & Bath, 1992; Chenger et al., 1989; Laverty, 1989; Worrell & Hodson, 1989, Celestino, 1985; Bindler & Bayne, 1984; Ptaszynski & Silver, 1981; Timpke & Janney, 1981; Dexter & Applegate, 1980). Educational research reveals that beliefs about mathematics, mathematics anxiety and mathematics self-efficacy play an important role on learning and achievement in mathematics (McLeod, 1992). Minimal research on nursing students’ beliefs about mathematics can be found in the literature. Nor is there research examining the relationship between SAT math scores and their beliefs about mathematics.
(c) Method
The following research question provided guidance for development of this research:
1) Is there a relationship between nursing students’ beliefs about mathematics and mathematics anxiety and their SAT math score obtained prior to entering college?
The survey instrument consisted of items that measured mathematics anxiety, beliefs about mathematics, and mathematics self-efficacy. Additionally, the survey asked for demographic information including age, ethnicity, and SAT math scores as well as asked an open-ended question regarding the participants “experiences, thoughts, or feelings that relate to your beliefs about mathematics, mathematics self-efficacy, mathematics anxiety, and performance on medication mathematics tests” (Walsh, 2005). For this study, the researchers focused on the results from the mathematics anxiety scales, the mathematics beliefs scales, and the SAT math scores for this study. The initial survey was adapted and administered to the students by Kathleen Walsh (2005). The two scales to evaluate students’ beliefs about mathematics and mathematics anxiety were adapted and created from the following instruments: (a) the Indiana Mathematics Beliefs Scale (IMBS) (Kloosterman & Stage, 1992), and (b) the Mathematics Anxiety Scale (MAS) (Betz, 1978). The Indiana Mathematics Beliefs Scale (Kloosterman and Stage, 1992) is a four point Likert scale developed to elicit responses about an individual’s belief in the ability to solve math problems as well as the processes associated with solving math problems. Kloosterman and Stage’s scale was adapted into a
5- point Likert scale ranging from strongly disagree (1) to strongly agree (5) for this study. The Mathematics Anxiety Scale (MAS) (Betz, 1978) consists of 10 items using a 5-point Likert scale developed to measure math anxiety in college students.
A factor analysis of the data determined scale construct validity. The computed alpha reliability for the variables mathematics anxiety and beliefs about mathematics were 0.89 and 0.64, respective. In order to determine the relationships among the ten-item math anxiety scale, the seventeen item-math belief scale and the students’ SAT math scores, this study computed the correlation coefficients.
(d) Data Sources
The participants of this study were limited to third semester Associate Degree nursing students matriculating at a suburban nursing program in the northeast United States. Volunteers were among 118 students enrolled in a nursing course with108 agreeing to participate in the initial survey yielding a 91.5% return. Of those who participated in the initial survey, only those who reported their mathematics SAT scores (45.5%) were part of the current study. The students completed the survey one week prior to taking a medication mathematics test that would evaluate their ability to calculate medication dosage and intravenous and fluid regulation problems.
(e) Theoretical/Framework
Nursing practice involves the ability to analyze and apply scientific principles. These thinking skills have been connected to mathematical aptitude (Yess, 1980). The accurate administration of medications is an integral nursing skill and constitutes a major part of the clinical registered nurse’s role. Moreover, the nurse typically is both the “first checkpoint” and the “final checkpoint” in the system and the individual who actually administers medication to a patient (Adams & Burleson, 1992; Shires, 1967). Errors in the administration of medications are a serious problem of epidemic proportions in all health care settings in the United States (Davidbizar & Lonser, 2003; Horns & Loper, 2002, Institute of Medicine, 2000; Fuqua & Stevens, 1988). Ensuring competency in mathematical skills and calculations continues to be a key concern for both nursing service and nursing education.
Mathematics education research documents that affective issues play a significant role in mathematics learning and achievement. Such affective variables include beliefs about mathematics and mathematics anxiety (McLeod, 1992). Beliefs about mathematics and mathematics anxiety have been linked to mathematics performance. Further study is necessary to identify the relationships among these variables and mathematics achievement in nursing students. A better understanding of nursing students’ beliefs about mathematics and mathematics anxiety can lead to interventions that improve mathematics skills and reduce errors in medication dosage calculation.
· Nursing practice involves the ability to analyze and apply scientific principles. These thinking skills have been connected to mathematical aptitude (Yess, 1980).
· Mathematics education research documents that affective issues play a significant role in mathematics learning and achievement. Such affective variables include beliefs about mathematics, mathematics self-efficacy, and mathematics anxiety (McLeod, 1992).
· Mathematics anxiety is an important issue because educators must be concerned with affective issues that present barriers to mathematics achievement (Higbee & Thomas, 1999).
· Beliefs about mathematics, mathematics self-efficacy, and mathematics anxiety have been linked to mathematics performance (Walsh, 2005).
· There is general agreement that students’ beliefs about the nature of mathematics and themselves as learners of mathematics influences mathematical achievement (Walsh, 2005).
(f) Results
Correlation coefficients computed among the ten-math item anxiety scale, the seventeen-math item belief scale, and the SAT math exam scores examined their relationships. Using the Pearson approach to control for Type I error across the 27 correlations, a p-value of less than .05 was required for significance. The results of the correlational analyses presented in Tables 1 and 2 shows that 9 out of the 10 correlations were statistically significant in relation with Math anxiety, and were greater than or equal to .35 and only 1 of 17 were significant in relation with beliefs about Math. In general, the results suggest that students who had greater success on the higher SAT math scores exam experienced less mathematics anxiety and that scores on the SAT math exam had little significance on correlation to beliefs about mathematics.
Table 1
Correlations Between Scores on the SAT Math Exam and Math Anxiety
Question / Pearson Correlation / p-valueA1. It wouldn’t bother me to take more math classes / -.39(**) / .01
A2. I have usually been at ease during math tests / -.39(*) / .02
A4. I usually don’t worry about my ability to solve math problems / -.38(**) / .01
A5. I almost never get uptight while taking math tests / -.37(**) / .01
A6. I really get uptight during math tests / .37(**) / .01
A7. I get a sinking feeling when I think of trying hard math problems / .26 / .07
A8. My mind goes blank and I am unable to think clearly when doing mathematics / .37(**) / .01
Question / Pearson
Correlation / p-value
A9. Mathematics makes me feel uncomfortable and nervous / .40(**) / .00
A10. Mathematics makes me feel uneasy and confused / .39(**) / .01
** Correlation is significant at the 0.01 level (2-tailed)
* Correlation is significant at the 0.05 level (2-tailed)
Table 2
Correlations Between Scores on the SAT Math Exam and Beliefs About Mathematics
Question / PearsonCorrelation / p-value
B11. Memorizing steps is not that useful for learning to solve word problems / .20 / .18
B12. Getting the right answer in math is more important than understanding why the answer works / -.04 / .78
B13. Mathematics will not be important to me in my life’s work / -.05 / .74
B14. Working can improve one’s ability in mathematics / .03 / .84
B15. If I can’t solve a math problem quickly, I quit trying / -.34(*) / .02
B16. Ability in math increases when one studies hard / .26 / .07
B17. It really doesn’t matter if you understand a math problem if you can get the right answer / -.25 / .09
B18. Word problems are not a very important part of mathematics / -.07 / .62
B19. I find I can do hard math problems if I just hang in there / .11 / .46
B20. Time used to investigate why a solution to a math problem works is time well spent / .07 / .66
Question / Pearson Coefficient / p-value
B21. Word problems can be solved without remembering formulas / .21 / .15
B22. A person who can’t solve word problems really can’t do math / .05 / .76
B23. Mathematics is of no relevance to my life / -.02 / .90
B24. Computational skills are useless if you can’t apply them to real life situations / .21 / .15
B25. If I can’t do a math problem in a few minutes, I probably can’t do it at all / -.16 / .27
B26. Hard work can increase one’s ability to do math / .04 / .79
B27. Mathematics is a worthwhile and necessary subject / .15 / .31
* Correlation is significant at the 0.05 level (2-tailed)
Once the significant relationship between success on the SAT exam,scores on the SAT math exam, mathematics anxiety, and beliefs about mathematics was found, each individual item on the questionnaire was analyzed. Specified I don’t see where you indicate these items items were recoded reversed for scoring. to reflect the tone it really wasn’t tone, of the response. Responses to eight of these items showed significant correlation between successes on the SAT exam and. mathematics anxiety and mathematics beliefs. Each of these items is discussed below.
Item A1 stated, “It wouldn’t bother me to take more math classes.” This item showed a significant relationship with the higher scores on the SAT math exam, r=.39, p .05. A correlation of .39 =15% of the variance in ma1r 1 can be explained by scores on the SAT math exam.
Item A2 stated, “I have usually been at ease during math tests.” This item showed a significant relationship with the higher scores on the SAT math exam, r=.34, p .05. A correlation of .34=12% of the variance in ma2r can be explained by scores on the SAT math exam.
Item A4 stated, “I usually don’t worry about my ability to solve math problems.” This item showed a significant relationship with the higher scores on the SAT math exam, r=.38, p.05. A correlation of .38=14% of the variance in ma4r is explained by scores on the SAT math exam.
Item A6 stated, “I really get uptight during math tests.” This item showed a significant relationship with lower scores on the SAT math exam, r=.37, p.05. A correlation of .37=14% of the variance in ma6 is explained by scores on the SAT math exam.
Item A8 stated, “My mind goes blank and I am unable to think clearly when doing mathematics.” This item showed a significant relationship with lower scores on the SAT math exam, r=.37, p.05. A correlation of .37=14% of the variance in ma8 is explained by scores on the SAT math exam.