In this study, we evaluate the relationship between anxiety and success regarding math classes by measuring, through Mathematics Anxiety Scale, the anxiety levels of first, second, and third grade public high schoolers for math classes. This study has been applied to the students of 9-A, 10-B, 11-A classes in the 75th Year Anatolian High School and the students of FL9-C, FL10-F, FL11-A classes in the Ayseabla College Science High School. During the collection of data, the scale that has been used to measure the anxiety of students is Erol’s "Mathematics Anxiety Scale", . The collected data has been inspected by t-testing, analysis of variance and especially correlation analysis. The purpose of the analysis is a contrast and comparison of the math anxiety and the success of the students based on their grade levels. The sample of the research consists of 30 female and 33 male students of 9-C, 10-F, 11-A classes in 75th Year Anatolian High School and 31 female and 27 male students of FL-9A, FL-10B, FL-11A in Ayseabla College Science High School. As a consequence, the sample consists of 121 students. The Math Anxiety Scale has been implemented to 121 of these students. The Math Anxiety scale, which has been implemented during this study, has a Cronbach Alpha coefficient of 0.91, . The scale consists of 4 questions; each question has 4 Likert type answers. The highest attainable score is 180 whereas the lowest attainable score is 45. According to this standard, the scores between 45-68 is considered to be low, 69-109 is normal, 109-128 is anxious, and 129-180 is very anxious . The results of this study show that there is not a noticeable difference between the grade type and the anxiety levels. However, a correlation has been discovered between the anxiety levels and success rates of the students in general. Consequently, as a result of the conclusions that have been reached through the evaluation of this correlation, certain proposals have been developed.
Interest in Math, Math anxiety scale, Interest in Math