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An-Najah University Journal for Research - B (Humanities)

Abstract

This study aimed to reveal the factorial structure of the mathematics anxiety scale using both exploratory and confirmation factorial analysis and integration between them, where the researcher developed the study tool represented by a measure of mathematics anxiety, by reviewing the theoretical literature and measurements built in previous studies, and consisting of (15) paragraphs all formulated positively. The validity of the tool was verified using three ways: concept validity which verified through the provisions of the specialists to whom the scale was presented, and the construction validity which was statistically verified by examining the association of each paragraphs in the scale with the scale as a whole, and the correlation coefficients were indicative at the indication level (α =0.01) and finally factorial analysis. The adequacy of sample data for factorial analysis verified through kaiser-Meyer-Olkin test. The two samples were made up of 10th grade students in Jordan: the exploratory analysis sample and its size is (250) students, and the confirmation analysis sample consisted of (363) students. The study provided evidence of the validity of the construction of the scale and the appropriateness of its use in measuring mathematics anxiety using the two methods of factorial analysis. The results of exploratory factorial analysis using SPSS version 25 showed that responses produced two factors with a latent root greater than (1) correct and a high variation rate. The first factor of nine paragraphs was named (mathematics assessment concern), while the factor was six paragraphs and was named (mathematics learning anxiety), these factors explained the difference in performance on the scale, and the results of the confirmation factorial analysis using software (Jamovi version 2.2.5) confirmed that the model of factors had acceptable matching indicator values. The results showed that the paragraphs of the tool had high internal consistency, and the results showed that the tool had discriminatory validity. The researcher recommended the use of the scale by educators and researchers because of its characteristics.

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