The purpose of this study was to determine the effectiveness of two anxiety-reducing techniques in a 7th grade Tier 2 (average) mathematics classroom.  Based on the work of Ford, Ford, Boxer, and Armstrong (2012), one of the techniques used was the use of humor.  The other technique is the use of visualization (see Shobe, Brewin, & Carmack, 2005). Ultimately, this study sought to determine if either of the anxiety-reducing strategies lowered student\u27s anxiety; if they were effective, which was more effective; and if the strategy had any apparent effect on the students\u27 academic performance

Brandt, Clara R

English

ValpoScholar

Valparaiso University
ValpoScholar
Education Senior Action Research Projects Department of Education
5-9-2013
Strategies to Alleviate Test and Mathematics
Anxiety
Clara R. Brandt
Valparaiso University
Follow this and additional works at: http://scholar.valpo.edu/sarp
Part of the Education Commons
This Research Project is brought to you for free and open access by the Department of Education at ValpoScholar. It has been accepted for inclusion in
Education Senior Action Research Projects by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff
member at scholar@valpo.edu.
Recommended Citation
Brandt, Clara R., "Strategies to Alleviate Test and Mathematics Anxiety" (2013). Education Senior Action Research Projects. Paper 38.
http://scholar.valpo.edu/sarp/38
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Strategies to Alleviate Test and Mathematics Anxiety 
Are the anxiety-reduction techniques of the use of humor or visualization effective at reducing students’ test 
and mathematics anxiety? 
Clara Brandt, Valparaiso University Department of Education 
Sponsored by Del Gillispie, PhD, Valparaiso University Department of Education 
 
ABSTRACT 
The purpose of this study was to determine the effectiveness of two anxiety-reducing 
techniques in a 7th grade Tier 2 (average) mathematics classroom.  Based on the work 
of Ford, Ford, Boxer, and Armstrong (2012), one of the techniques used was the use 
of humor.  The other technique is the use of visualization (see Shobe, Brewin, & 
Carmack, 2005). Ultimately, this study sought to determine if either of the anxiety-
reducing strategies lowered student's anxiety; if they were effective, which was more 
effective; and if the strategy had any apparent effect on the students' academic 
performance. 
ANXIETY-REDUCTION TECHNIQUES EXPLAINED 
Two classes were used in this study and the study was broken into two rounds.  In the 
first round, Class A was introduced to the anxiety-reduction technique of “the use of 
humor” while Class B was a control group.  In the second round, Class B was 
introduced to the anxiety-reducing technique of “the use of visualization” while Class 
A was the control group.   
Effectiveness of the techniques was measured in two ways.  First, students took Likert 
scale evaluations throughout the study period to assess their trait anxiety and their 
state anxiety during and after quizzes and tests.  These evaluations were used to 
compute students’ anxiety scores, which were compared to determine if there was a 
significant difference in students’ anxiety without the introduction of anxiety-
reduction technique and during the use of an anxiety-reduction technique. Second, 
students test and quiz scores were examined for significant differences between 
when the students used an anxiety-reduction technique and when they did not. 
The overall effectiveness of the techniques were examined from the holistic 
standpoint of an educator and through a t-test (α = 0.05). 
RESULTS 
The Use of Visualization 
This strategy is based on the work of Shobe, Brewin, and Carmack (2005).  It is 
accomplished by asking students to visualize (imagine) a place, feeling, or 
event/action which is safe, relaxing, or enjoyable prior to their high-stress task (test 
or quiz).  The process used in this study is based on the process outlined by Sichel 
(2004), which was also used by Shobe, Brewin, and Carmack.  It begins with deep 
breathing exercises, then progresses to muscle relaxation through flexing and relaxing 
the muscles, and finally culminates with visualization a safe place, feeling, or 
action/event. 
The Use of Humor 
This strategy is based on the work of Ford, Ford, Boxer, and Armstrong (2012).  It is 
accomplished by showing students a humorous cartoon prior to their high-stress task 
(test or quiz).  See cartoons used below. 
METHODOLOGY 
REFERENCES 
RESULTS 
The t-test results for the anxiety scores (Figure 8) indicate that the anxiety-reduction 
technique of the use of visualization is effective.  This supports the findings of Shobe, 
Brewin, and Carmack (2005).  However, these t-tests also indicate that the anxiety-
reduction technique of the use of humor is ineffective, which contradicts the findings 
of Ford, Ford, Boxer, and Armstrong (2012). 
While the use of visualization may have been effective at reducing students’ anxiety, 
it did not, according to the t-tests for assessment scores (Figure 7) make any 
significant difference on students’ assessment scores, nor did the use of humor.  This 
creates a conundrum: visualization does seem to reduce student anxiety, but it 
doesn’t necessarily affect students’ assessment scores, which is where anxiety-
reduction techniques could, arguably, be the most useful. 
However, there are a few more factors which should be considered.  Group A tends 
to score better on assessments (Figure 6) and is comprised of more high-achieving 
students (Figure 1).  This could have impacted the scores for the assessments enough 
that no significant evidence of Group B  attaining higher scores could be found.  
Additionally, based on the higher scores from both groups on Test 2 as compared to 
Test 1 (Figure 6), it could be suggested that the tests were not comparably difficult.  
Finally, Group A is also comprised of more anxious students (i.e. four severely anxious 
students compared to no severely anxious students in Group B – see Figure 5) and 
therefore may not be as receptive to the anxiety-reduction techniques. 
Conversely, from the holistic viewpoint of an educator, reduced anxiety in a 
mathematics classroom is still notable and worthy of future trials so that all students’ 
needs can be met. 
Figure 1 shows the academic composition of the two groups.  Group A has more high-achieving 
students, which may have impacted the test and quiz score comparisons.  Figure 2 shows the gender 
composition of the two groups; it is very similar. 
Ford, T. E., Ford, B. L., Boxer, C. F., & Armstrong, J. (2012). Effect of humor on state anxiety and math 
performance. Humor: International Journal of Humor Research, 25(1), 59-74. 
Peters, M. (n.d.). Mother goose & grimm. (1984-2013). 
(n.d.). Potluck. 
Shobe, E., Brewin, A., & Carmack, S. (2005). A simple visualization exercise for reducing test anxiety and 
improving performance on difficult math tests. Journal of Worry and Affective Experience,,1(1), 34-52.  
Sichel, M. (2004). Relaxation techniques - visualization. Retrieved from 
http://www.psybersquare.com/anxiety/panic_relax_II.html 
CONCLUSIONS 
Figures 3 and 4 shows the change in students’ state anxiety evaluation scores during quizzes and tests, 
respectively.  A positive change indicates that students’ anxiety evaluation scores from their experimental 
round were lower than their anxiety evaluation scores from their control round.   
0
2
4
6
8
10
12
A B C D F
Figure 1: Class Grades by Groups 
Group A
Group B
65% 
35% 
Group A Gender 
Female
Male
60% 
40% 
Group B Gender 
Female
Male
Figure 2: Gender by Groups 
0
2
4
6
8
10
Not Anxious Somewhat Anxious Moderately Anxious Severely Anxious
Figure 5: Scope of Trait Anxiety by Group 
Group A
Group B
65% 
30% 
5% 
Figure 3: Quiz State Anxiety Change 
Positive
Negative
No Difference
45% 
45% 
10% 
Figure 4: Test State Anxiety Change 
Positive
Negative
No Difference
72%
76%
80%
84%
88%
92%
96%
Quiz 1 Quiz 2 Test 1 Test 2
Figure 6: Average Grades on Assessments 
Group A
Group B
Figure 5 shows the distribution of the two groups’ trait anxiety scores.  Group A is comprised of more 
diversely anxious students and contrasts with Group B by having four severely anxious students.  Figure 6 
depicts the average grades of the two groups on each of the four assessments.  With the exception of the 
second quiz, Group A outscores Group B.  Figure 7 (below) displays the t-test results for the null hypothesis 
“the experimental group will not have higher assessment scores than the control group.”  All four 
assessments failed to reject the null hypothesis. 
Quiz 1 Quiz 2 Test 1 Test 2 
  Group A Group B Group A Group B Group A Group B Group A Group B 
Mean 10.15 9.85  10.30 11.05 21.40 20.28 21.78 20.58 
Variance 2.661 9.924 3.379 1.839 2.700 11.960 9.012 7.297 
Observations 20 20 20 20 20 20 20 20 
t Stat 0.378  -1.468  1.314 1.329 
P(T<=t) one-tail 0.354  0.075  0.100 0.096 
t Critical one-tail 1.699  1.690  1.703  1.686  
Figure 7: t-Test Results for Assessment Scores 
Quiz 1 Quiz 2 Test 1 Test 2 
  Group A Group B Group A Group B Group A Group B GroupA Group B 
Mean 17.45 15.30 18.65 12.60 19.15 15.85 19.70 15.00 
Variance 73.734 49.800 112.976 36.884 83.608 62.239 86.747 51.579 
Observations 20 20 20 20 20 20 20 20 
t Stat 0.865 2.210 1.222 1.787 
P(T<=t) one-tail 0.196 0.017 0.115 0.041 
t Critical one-tail 1.687  1.697  1.687  1.688  
Figure 8: t-Test Results for Assessment State Anxiety 
Figure 8 displays the t-test results for the null hypothesis “the experimental group will not have 
lower anxiety scores than the control group.”  The anxiety score data from Quiz 1 and Test 1 failed to 
reject the null hypothesis, but the anxiety score data from Quiz 2 and Test 2 rejected the null 
hypothesis. 


Strategies to Alleviate Test and Mathematics Anxiety

Valparaiso University

Valparaiso UniversityValpoScholarEducation Senior Action Research Projects Department of Education5-9-2013Strategies to Alleviate Test and MathematicsAnxietyClara R. BrandtValparaiso UniversityFollow this and additional works at: http://scholar.valpo.edu/sarpPart of the Education CommonsThis Research Project is brought to you for free and open access by the Department of Education at ValpoScholar. It has been accepted for inclusion inEducation Senior Action Research Projects by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staffmember at scholar@valpo.edu.Recommended CitationBrandt, Clara R., "Strategies to Alleviate Test and Mathematics Anxiety" (2013). Education Senior Action Research Projects. Paper 38.http://scholar.valpo.edu/sarp/38Printing: This poster is 48” wide by 36” high. It’s designed to be printed on a large-format printer.  Customizing the Content: The placeholders in this poster are formatted for you. Type in the placeholders to add text, or click an icon to add a table, chart, SmartArt graphic, picture or multimedia file. To add or remove bullet points from text, just click the Bullets button on the Home tab. If you need more placeholders for titles, content or body text, just make a copy of what you need and drag it into place. PowerPoint’s Smart Guides will help you align it with everything else. Want to use your own pictures instead of ours? No problem! Just right-click a picture and choose Change Picture. Maintain the proportion of pictures as you resize by dragging a corner. Strategies to Alleviate Test and Mathematics Anxiety Are the anxiety-reduction techniques of the use of humor or visualization effective at reducing students’ test and mathematics anxiety? Clara Brandt, Valparaiso University Department of Education Sponsored by Del Gillispie, PhD, Valparaiso University Department of Education  ABSTRACT The purpose of this study was to determine the effectiveness of two anxiety-reducing techniques in a 7th grade Tier 2 (average) mathematics classroom.  Based on the work of Ford, Ford, Boxer, and Armstrong (2012), one of the techniques used was the use of humor.  The other technique is the use of visualization (see Shobe, Brewin, & Carmack, 2005). Ultimately, this study sought to determine if either of the anxiety-reducing strategies lowered student's anxiety; if they were effective, which was more effective; and if the strategy had any apparent effect on the students' academic performance. ANXIETY-REDUCTION TECHNIQUES EXPLAINED Two classes were used in this study and the study was broken into two rounds.  In the first round, Class A was introduced to the anxiety-reduction technique of “the use of humor” while Class B was a control group.  In the second round, Class B was introduced to the anxiety-reducing technique of “the use of visualization” while Class A was the control group.   Effectiveness of the techniques was measured in two ways.  First, students took Likert scale evaluations throughout the study period to assess their trait anxiety and their state anxiety during and after quizzes and tests.  These evaluations were used to compute students’ anxiety scores, which were compared to determine if there was a significant difference in students’ anxiety without the introduction of anxiety-reduction technique and during the use of an anxiety-reduction technique. Second, students test and quiz scores were examined for significant differences between when the students used an anxiety-reduction technique and when they did not. The overall effectiveness of the techniques were examined from the holistic standpoint of an educator and through a t-test (α = 0.05). RESULTS The Use of Visualization This strategy is based on the work of Shobe, Brewin, and Carmack (2005).  It is accomplished by asking students to visualize (imagine) a place, feeling, or event/action which is safe, relaxing, or enjoyable prior to their high-stress task (test or quiz).  The process used in this study is based on the process outlined by Sichel (2004), which was also used by Shobe, Brewin, and Carmack.  It begins with deep breathing exercises, then progresses to muscle relaxation through flexing and relaxing the muscles, and finally culminates with visualization a safe place, feeling, or action/event. The Use of Humor This strategy is based on the work of Ford, Ford, Boxer, and Armstrong (2012).  It is accomplished by showing students a humorous cartoon prior to their high-stress task (test or quiz).  See cartoons used below. METHODOLOGY REFERENCES RESULTS The t-test results for the anxiety scores (Figure 8) indicate that the anxiety-reduction technique of the use of visualization is effective.  This supports the findings of Shobe, Brewin, and Carmack (2005).  However, these t-tests also indicate that the anxiety-reduction technique of the use of humor is ineffective, which contradicts the findings of Ford, Ford, Boxer, and Armstrong (2012). While the use of visualization may have been effective at reducing students’ anxiety, it did not, according to the t-tests for assessment scores (Figure 7) make any significant difference on students’ assessment scores, nor did the use of humor.  This creates a conundrum: visualization does seem to reduce student anxiety, but it doesn’t necessarily affect students’ assessment scores, which is where anxiety-reduction techniques could, arguably, be the most useful. However, there are a few more factors which should be considered.  Group A tends to score better on assessments (Figure 6) and is comprised of more high-achieving students (Figure 1).  This could have impacted the scores for the assessments enough that no significant evidence of Group B  attaining higher scores could be found.  Additionally, based on the higher scores from both groups on Test 2 as compared to Test 1 (Figure 6), it could be suggested that the tests were not comparably difficult.  Finally, Group A is also comprised of more anxious students (i.e. four severely anxious students compared to no severely anxious students in Group B – see Figure 5) and therefore may not be as receptive to the anxiety-reduction techniques. Conversely, from the holistic viewpoint of an educator, reduced anxiety in a mathematics classroom is still notable and worthy of future trials so that all students’ needs can be met. Figure 1 shows the academic composition of the two groups.  Group A has more high-achieving students, which may have impacted the test and quiz score comparisons.  Figure 2 shows the gender composition of the two groups; it is very similar. Ford, T. E., Ford, B. L., Boxer, C. F., & Armstrong, J. (2012). Effect of humor on state anxiety and math performance. Humor: International Journal of Humor Research, 25(1), 59-74. Peters, M. (n.d.). Mother goose & grimm. (1984-2013). (n.d.). Potluck. Shobe, E., Brewin, A., & Carmack, S. (2005). A simple visualization exercise for reducing test anxiety and improving performance on difficult math tests. Journal of Worry and Affective Experience,,1(1), 34-52.  Sichel, M. (2004). Relaxation techniques - visualization. Retrieved from http://www.psybersquare.com/anxiety/panic_relax_II.html CONCLUSIONS Figures 3 and 4 shows the change in students’ state anxiety evaluation scores during quizzes and tests, respectively.  A positive change indicates that students’ anxiety evaluation scores from their experimental round were lower than their anxiety evaluation scores from their control round.   024681012A B C D FFigure 1: Class Grades by Groups Group AGroup B65% 35% Group A Gender FemaleMale60% 40% Group B Gender FemaleMaleFigure 2: Gender by Groups 0246810Not Anxious Somewhat Anxious Moderately Anxious Severely AnxiousFigure 5: Scope of Trait Anxiety by Group Group AGroup B65% 30% 5% Figure 3: Quiz State Anxiety Change PositiveNegativeNo Difference45% 45% 10% Figure 4: Test State Anxiety Change PositiveNegativeNo Difference72%76%80%84%88%92%96%Quiz 1 Quiz 2 Test 1 Test 2Figure 6: Average Grades on Assessments Group AGroup BFigure 5 shows the distribution of the two groups’ trait anxiety scores.  Group A is comprised of more diversely anxious students and contrasts with Group B by having four severely anxious students.  Figure 6 depicts the average grades of the two groups on each of the four assessments.  With the exception of the second quiz, Group A outscores Group B.  Figure 7 (below) displays the t-test results for the null hypothesis “the experimental group will not have higher assessment scores than the control group.”  All four assessments failed to reject the null hypothesis. Quiz 1 Quiz 2 Test 1 Test 2   Group A Group B Group A Group B Group A Group B Group A Group B Mean 10.15 9.85  10.30 11.05 21.40 20.28 21.78 20.58 Variance 2.661 9.924 3.379 1.839 2.700 11.960 9.012 7.297 Observations 20 20 20 20 20 20 20 20 t Stat 0.378  -1.468  1.314 1.329 P(T<=t) one-tail 0.354  0.075  0.100 0.096 t Critical one-tail 1.699  1.690  1.703  1.686  Figure 7: t-Test Results for Assessment Scores Quiz 1 Quiz 2 Test 1 Test 2   Group A Group B Group A Group B Group A Group B GroupA Group B Mean 17.45 15.30 18.65 12.60 19.15 15.85 19.70 15.00 Variance 73.734 49.800 112.976 36.884 83.608 62.239 86.747 51.579 Observations 20 20 20 20 20 20 20 20 t Stat 0.865 2.210 1.222 1.787 P(T<=t) one-tail 0.196 0.017 0.115 0.041 t Critical one-tail 1.687  1.697  1.687  1.688  Figure 8: t-Test Results for Assessment State Anxiety Figure 8 displays the t-test results for the null hypothesis “the experimental group will not have lower anxiety scores than the control group.”  The anxiety score data from Quiz 1 and Test 1 failed to reject the null hypothesis, but the anxiety score data from Quiz 2 and Test 2 rejected the null hypothesis. 

The purpose of this study is to determine the effectiveness of two anxiety-reducing techniques in a seventh grade Tier 2 (average) mathematics classroom. Based on the work of Ford, Ford, Boxer, and Armstrong (2012), one of the techniques will be the use of humor. The other technique is the use of visualization (see Shobe, Brewin, & Carmack, 2005). Two classes will be used in the study, and the study will be broken into two rounds. In the first round, Class A will be introduced to the technique of humor, and Class B will be a control group. In the second round, Class B will be introduced to the technique of visualization and Class A will be the control group. Effectiveness of the techniques will be evaluated through the scores of the students\u27 unit assessments. Students will take Likert scale evaluations throughout the study to provide qualitative data. Ultimately, this study seeks to determine whether either of the anxiety-reducing strategies actually lowered anxiety, was effective, or affected students\u27 academic performance

Brandt, Clara

Valparaiso University
ValpoScholar
Symposium on Undergraduate Research and
Creative Expression (SOURCE) Office of Sponsored and Undergraduate Research
Spring 4-24-2013
Strategies to Alleviate Test and Mathematics
Anxiety
Clara Brandt
Valparaiso University, clara.brandt@valpo.edu
Follow this and additional works at: https://scholar.valpo.edu/cus
Part of the Education Commons
This Poster Presentation is brought to you for free and open access by the Office of Sponsored and Undergraduate Research at ValpoScholar. It has been
accepted for inclusion in Symposium on Undergraduate Research and Creative Expression (SOURCE) by an authorized administrator of ValpoScholar.
For more information, please contact a ValpoScholar staff member at scholar@valpo.edu.
Recommended Citation
Brandt, Clara, "Strategies to Alleviate Test and Mathematics Anxiety" (2013). Symposium on Undergraduate Research and Creative
Expression (SOURCE). 228.
https://scholar.valpo.edu/cus/228
Strategies to Alleviate Test and Mathematics Anxiety 
 
Clara Brandt 
 
Departmental Affiliation:  Education 
College of Arts and Sciences 
 
The purpose of this study is to determine the effectiveness of two anxiety-reducing techniques in a seventh 
grade Tier 2 (average) mathematics classroom. Based on the work of Ford, Ford, Boxer, and Armstrong 
(2012), one of the techniques will be the use of humor. The other technique is the use of visualization (see 
Shobe, Brewin, & Carmack, 2005). Two classes will be used in the study, and the study will be broken into 
two rounds. In the first round, Class A will be introduced to the technique of humor, and Class B will be a 
control group. In the second round, Class B will be introduced to the technique of visualization and Class A 
will be the control group. Effectiveness of the techniques will be evaluated through the scores of the 
students' unit assessments. Students will take Likert scale evaluations throughout the study to provide 
qualitative data. Ultimately, this study seeks to determine whether either of the anxiety-reducing strategies 
actually lowered anxiety, was effective, or affected students' academic performance. 
 
Information about the Author: 
Clara Brandt is a senior middle-level education major. She plans to teach middle school math or science in 
the state of Washington after graduation. This study is being conducted in conjunction with her student 
teaching seminars. The interest in the project stems from her experience working with students who 
experience test and mathematics anxiety while at her student teaching placement. 
 
Faculty Sponsor:  Dr. Del Gillispie 
 
Student Contact:  clara.brandt@valpo.edu 
 
 
 
 
 
 
 
 
 
 
 
 
 


Valparaiso UniversityValpoScholarSymposium on Undergraduate Research andCreative Expression (SOURCE) Office of Sponsored and Undergraduate ResearchSpring 4-24-2013Strategies to Alleviate Test and MathematicsAnxietyClara BrandtValparaiso University, clara.brandt@valpo.eduFollow this and additional works at: https://scholar.valpo.edu/cusPart of the Education CommonsThis Poster Presentation is brought to you for free and open access by the Office of Sponsored and Undergraduate Research at ValpoScholar. It has beenaccepted for inclusion in Symposium on Undergraduate Research and Creative Expression (SOURCE) by an authorized administrator of ValpoScholar.For more information, please contact a ValpoScholar staff member at scholar@valpo.edu.Recommended CitationBrandt, Clara, "Strategies to Alleviate Test and Mathematics Anxiety" (2013). Symposium on Undergraduate Research and CreativeExpression (SOURCE). 228.https://scholar.valpo.edu/cus/228Strategies to Alleviate Test and Mathematics Anxiety  Clara Brandt  Departmental Affiliation:  Education College of Arts and Sciences  The purpose of this study is to determine the effectiveness of two anxiety-reducing techniques in a seventh grade Tier 2 (average) mathematics classroom. Based on the work of Ford, Ford, Boxer, and Armstrong (2012), one of the techniques will be the use of humor. The other technique is the use of visualization (see Shobe, Brewin, & Carmack, 2005). Two classes will be used in the study, and the study will be broken into two rounds. In the first round, Class A will be introduced to the technique of humor, and Class B will be a control group. In the second round, Class B will be introduced to the technique of visualization and Class A will be the control group. Effectiveness of the techniques will be evaluated through the scores of the students' unit assessments. Students will take Likert scale evaluations throughout the study to provide qualitative data. Ultimately, this study seeks to determine whether either of the anxiety-reducing strategies actually lowered anxiety, was effective, or affected students' academic performance.  Information about the Author: Clara Brandt is a senior middle-level education major. She plans to teach middle school math or science in the state of Washington after graduation. This study is being conducted in conjunction with her student teaching seminars. The interest in the project stems from her experience working with students who experience test and mathematics anxiety while at her student teaching placement.  Faculty Sponsor:  Dr. Del Gillispie  Student Contact:  clara.brandt@valpo.edu              

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