NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1141244
Record Type: Journal
Publication Date: 2017-Jun
Pages: 13
Abstractor: As Provided
ISSN: ISSN-1053-0819
Moderating Effects of Mathematics Anxiety on the Effectiveness of Explicit Timing
Grays, Sharnita D.; Rhymer, Katrina N.; Swartzmiller, Melissa D.
Journal of Behavioral Education, v26 n2 p188-200 Jun 2017
Explicit timing is an empirically validated intervention to increase problem completion rates by exposing individuals to a stopwatch and explicitly telling them of the time limit for the assignment. Though explicit timing has proven to be effective for groups of students, some students may not respond well to explicit timing based on factors such as mathematics anxiety. The present study examined the effects of explicit timing on mathematics performance for 81 fourth and fifth graders with differing levels of mathematics anxiety. Students completed more digits correct during explicit timing as compared to baseline and control. Additionally, results indicated there was a significant linear relationship between mathematics anxiety and mathematics performance. Students with low and medium mathematics anxiety completed more digits correct with higher accuracy than students with high mathematics anxiety. Lastly, digits correct and accuracy remained consistent during baseline, control, and explicit timing when condition and anxiety level were both considered. Educational professionals must be cognizant not only of academic variables impacting students learning, but also mental health variables, such as mathematics anxiety, in order to provide a comprehensive treatment package capable of ameliorating academic difficulties.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Grade 4; Intermediate Grades; Elementary Education; Grade 5; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A