Ray Hembree’s research while affiliated with Adrian College and other places

Results of 151 studies were integrated by meta-analysis to scrutinize the construct mathematics anxiety. Mathematics anxiety is related to poor performance on mathematics achievement tests. It relates inversely to positive attitudes toward mathematics and is bound directly to avoidance of the subject. Variables that exhibit differential mathematics anxiety levels include ability, school grade level, and undergraduate fields of study, with preservice arithmetic teachers especially prone to mathematics anxiety. Females display higher levels than males. However, mathematics anxiety appears more strongly linked with poor performance and avoidance of mathematics in precollege males than females. A variety of treatments are effective in reducing mathematics anxiety. Improved mathematics performance consistently accompanies valid treatment.

Results of 562 studies were integrated by meta-analysis to show the nature, effects, and treatment of academic test anxiety. Effect sizes were computed through the method invented by Glass (Glass, McGaw, & Smith, 1981). Correlations and effect-size groups were tested for consistency and significance with inferential statistics by Hedges and Olkin (1985). Test anxiety (TA) causes poor performance. It relates inversely to students’ self-esteem and directly to their fears of negative evaluation, defensiveness, and other forms of anxiety. Conditions (causes) giving rise to differential TA levels include ability, gender, and school grade level. A variety of treatments are effective in reducing test anxiety. Contrary to prior perceptions, improved test performance and grade point average (GPA) consistently accompany TA reduction.

Results of 120 research studies were combined by meta-analysis to determine effects on mathematics test performance of factors other than knowledge of content. Effect sizes for 18 variables were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges and Olkin. Conditions that enhanced performance included testwiseness training, praise, word-problem pictures, and frequent testing. Conditions that depressed performance included the use of “none of these” as a multiple-choice option and the presence of extraneous information in word problems. Conditions to which performance seemed insensitive included external reward, reproof, and placement of the question in word problems.

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.

The findings of 79 research reports were integrated by meta-analysis to assess the effects of calculators on student achievement and attitude. Effect sizes were derived by the method invented by Glass and tested for consistency and significance with inferential statistics provided by Hedges. At all grades but Grade 4, a use of calculators in concert with traditional mathematics instruction apparently improves the average student's basic skills with paper and pencil, both in working exercises and in problem solving. Sustained calculator use in Grade 4 appears to hinder the development of basic skills in average students. Across all grade and ability levels, students using calculators possess a better attitude toward mathematics and an especially better self-concept in mathematics than students not using calculators.