Investigating the middle school students' mathematics examination anxiety and fraction number literacy

This research aims to determine the level of anxiety and the number of literacy levels of secondary school students. Because of this, the mathematics exam anxiety scale developed by Şan (2014) was used to determine the students' mathematics exam concerns. The data were collected from secondary school students in order to determine the students' fraction number literacy levels by a fraction number literacy scale. Four hundred ninety-nine students of Vali Güner Orbay, Kale Önü, Yüzüncü Yıl and 15 Temmuz Şehitleri İmam Hatip Secondary Schools in the city centre of Bingöl Province attended in the survey. In this survey, the students were asked to determine the level of mathematics anxiety levels and the number of literacy levels by applying the Mathematics Exam Anxiety Scale and the Fraction Number Literacy Scale. Also, it was investigated whether there is any relation between mathematics exam anxiety, fraction number literacy, fall semester grade of mathematics and its average weighted grade, the gender of student, class size, parental education status and the gender of the teacher. After the collected data was edited in the software of Microsoft Excel, detailed analysis operations were performed by transferring to the Jamovi package program. As a result of the analysis, it was found that anxiety levels of the facilitator mathematics tests showed frequent anxiety symptoms and anxiety levels of complicated mathematics tests showed some anxiety symptoms. Moreover, it was observed that the total mathematics exam anxiety level was concentrated at the level of some anxiety. The number of literacy levels of the students was found to be low. It was found that students' anxiety levels were negatively correlated with the fraction number of literacy levels, mathematics grade and overall grade. Also, the gender of the mathematics teacher, the student's gender, the educational status of the parents and the class size did not affect students' anxiety levels. A positive relationship was found between students' mathematics grade and overall grade. There was no significant relationship between the fraction number of literacy levels of the students and the gender of the students, the gender of the mathematics teacher and the educational status of the parents. However, there was a significant relationship with class size.