27th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Adaptation of Mathematics Anxiety Rating Scale-Revised (MARS-R)

for Adult Online Students
Arfe Yucedag-Ozcan, Ph.D.
Doctoral Research Faculty
University of Phoenix
Susan Brewer, Ph.D.
Director, Instructional Assessment
University of Phoenix
Problem
Both children and adults experience math anxiety, and it is often related to test taking in math,
particularly for performing well on high stakes tests (Marikyan, 2009). High math anxiety in students
hinders their ability to perform in the college environment by causing poor academic achievement in math
areas (Woodard, 2004). In a study of undergraduate students, individuals high in math anxiety were found
to have reduced working memory span, which in turn resulted in increased reaction time and increased
errors when performing math tasks (Ashcraft, 2001).
Experiencing high math anxiety may be even more prevalent for nontraditional students. Malinsky et al.
(2006) reported that older students (age 25 and above) showed higher anxiety than younger students (less
than 25 years old). Additionally, in this study, female college students experienced higher math anxiety
when measured by MARS-R than male students. This finding is noteworthy for University of Phoenix
students because of the composition of the population: University of Phoenix students tend to be
relatively older than traditional college students, and a greater proportion of the students are female
(University of Phoenix, 2009).
.
Instrument
The Mathematics Anxiety Rating Scale used in this study is adapted from MARS-R, revised by Plake and
Parker (1982). The scale has 24 questions and is scored from 1 to 5, where 1 indicates no anxiety and 5
indicates high anxiety. There are two factors in the scale. The first factor is Learning Math Anxiety, which
includes items that measure anxiety experienced during activities that deal with learning mathematics,
such as listening to another student explain a math formula. The second factor is Math Evaluation
Anxiety, which contains eight items that measure the anxiety experience of being evaluated, such as
taking an exam in a math course.
Originally, MARS was developed by Richardson and Suinn (1972) as a 98-item tool to diagnose and
recommend treatments for mathematics anxiety. Initially, the tool had one general factor; later, factor
analysis by Rounds and Hendel (1980) showed that the tool actually contained two factors. Factor 1, the
Mathematics Anxiety Scale, consisted of items related to learning, such as studying, test taking, and so
on. Factor 2, Numerical Anxiety, consisted of items pertaining to daily use of mathematical concepts and
computations.
Later, the scale was shortened to 24 items by Plake and Parker (1982) for the purpose of efficiency. They
wanted to achieve a reliable and valid instrument with one-fourth of the original items. They still had two
factors with similar reliability and validity numbers. Internal consistency was = .98. They labeled the
first factor as Mathematics Learning Anxiety and the second factor as Mathematical Evaluation Anxiety.

Copyright 2011 The Board of Regents of the University of Wisconsin System

27th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Plake and Parker (1982) concluded that the relationship pattern of the 24-item MARS-R was similar to
the 98-item MARS and also that there were clearly two factors.
Hopko (2003) designed a study to measure construct validity of MARS-R. After confirmatory factor
analysis using a larger sample, he eliminated 12 of the 24 items but maintained the two-factor model,
suggesting that Mathematics Evaluation Anxiety should be called Mathematics Testing Anxiety.
Purpose
The purpose of this study was twofold. The first purpose was to adapt MARS-R for online students,
which included developing validity and reliability measures. The second purpose was to investigate
whether academic success in math decreases math anxiety. Additionally, the factors that predict MARS-R
post scores were investigated. Data was analyzed for these purposes after establishing that the instrument
was valid and reliable.
Research Hypotheses
The researchers tested three hypotheses in this study:
1. Adapted MARS-R is a valid and reliable instrument to measure math anxiety of online
students.
2. Academic success in math will decrease the level of math anxiety, evidenced by students with
above average end-of-course grades having significantly lower postMARS-R scores
compared to their MARS-R pre scores
3. For students with below average end-of-course grades, there is no significant difference
between the pre and postMARS-R scores.
Method
This study was carried out using quantitative research methods. The research design was quasiexperimental due to the lack of random selection of the sample. The sample consisted of 800 students
enrolled in multiple sections of an Algebra 1-2 course, delivered primarily in the online modality with
some sections in the face-to-face environment, who also used the online system for lessons and tests. Two
versions of the course were utilized; one set of courses that lasted 5 weeks each, and another set of
courses that lasted 9 weeks each. The instrument was embedded in online course materials as part of the
weekly assignments. The students responded to the instrument during the first week and last week of the
course. The study was planned as a pre-test post-test design, to establish a baseline with pre scores and to
test if academic success in math decreases math anxiety. Where necessary, the wording of items on
MARS-R was changed to accommodate online students. For example, the original item was buying a
math textbook. In the current version, it has been changed to downloading a math book.
Data Analysis
The first research hypothesis was tested by analyzing students MARS-R pre scores. Cronbach's alpha
was used to determine internal consistency, which was the same method used by other researchers who
have tested the reliability of the instrument (Hopko, 2003; Plake & Parker, 1982). Validity of the
instrument was tested by analyzing the students MARS-R pre scores and their end-of-course grades. The
literature shows that math anxiety and academic success in math are negatively correlated (Malinsky et
al., 2006; Woodard, 2004). If students who score high on the anxiety scale receive a low end-of-course
grade, the instrument will be valid.
A factor analysis was also applied to determine the existence of the two subscales in the current MARSR. Varimax rotation was used to clearly identify the dimensions. Hypotheses 2 and 3 were tested by

Copyright 2011 The Board of Regents of the University of Wisconsin System

27th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

employing paired t-test analysis after the sample was divided into two groups of students, those who
received above average end-of-course grades and those who received below average end-of-course
grades.
Findings
Validity and Reliability
Factor analysis included 452 students MARS-R pre scores. Principal component analysis was used for
the extraction method and Varimax rotation was also utilized. A scree plot clearly showed two
dimensions in the scale. Initially, the first dimension explained 67% of the 73% explained total variance.
After the rotation, Math Evaluation Anxiety explained 38% and Math Learning Anxiety explained 35%
totaling 73%.
The 7 items with factor loads smaller than .70 were deleted from the analysis. According to Hair et al
(2006) a factor load of .70 and higher shows well-defined structure. After deleting items 2, 4, 8, 12, 13, 15
and 22, the explained variance increased to 76%. The same method was followed in terms of extraction
method and rotation. Math Evaluation Anxiety explained 40% of variance and Math Learning Anxiety
explained 36% of the variance. Math Evaluation Anxiety had 9 items and Math Learning Anxiety 8 items
to measure anxiety (see Table 1 for factor loads).
The students MARS-R pre scores were used for a reliability test. The internal consistency of the
instrument with 17 items was tested using Cronbachs alpha and =.97, N=456. As a validity measure,
students end-of-course grades were used. The correlation analysis showed that students anxiety pre
scores and their course grades are negatively correlated (r= -.186, p<=.01, N=587), consistent with
findings noted in the literature. Overall, the adapted MARS-R consisting of 17 items was a valid and
reliable instrument to measure math anxiety of online students.
Math Instruction and MARS-R Anxiety Scores
Hypothesis 2 asserts that math instruction will make a difference in students MARS-R post scores.
Specifically, students with above average grades will have significantly lower postMARS-R scores than
their MARS-R pre scores, indicating that academic success in math is associated with decreasing levels of
math anxiety. Hypothesis 3 further asserts that there is no significant difference between the pre and post
math anxiety scores of the students who received below average end-of-course grades.
Table 2 presents the descriptive statistics for pre and post MARS-R scores. The students overall anxiety
from pre to post scores did not show a significant change (t=1.504, df=310, p<=.134). Two sub groups
were created, representing students who earned above average end-of-course grades and those who earned
below average final grades. Paired t-test analyses results showed that students who earned below average
grades had slightly increased post anxiety scores, but the increment was not statistically significant (t=.816, df=111, p<.416). However, students who earned above average grades had reduced post anxiety
scores and the difference was statistically significant (t=2.40, df=198, p<.018).
Conclusions
Adaptations to the MARS-R resulted in a reliable and valid revised version of the instrument for online
students. The final version of MARS-R contained 17 items and it was highly reliable. The 17- item
MARS-R is also a valid instrument to measure math anxiety of adult students in an online environment,
as evidenced by students academic achievement in math being negatively correlated with their anxiety
level, as expected from the literature.

Copyright 2011 The Board of Regents of the University of Wisconsin System

27th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Furthermore, this study investigated whether higher academic achievement would lead to lower anxiety at
the end of a math course. Above average performing students had significantly decreased anxiety levels.
On the other hand, below average performing students had increased anxiety at the end of the course, but
the result was not statistically significant.
Table 1. Factor Loads of Revised MARS-R for Online Students (n=526)
Components
Items
Math Evaluation
Anxiety
.889

Math
Learning
Anxiety
.222

10. Taking a quiz in a math course

.833

.399

16. Receiving a homework assignment of many difficult problems due

the next class meeting
6. Thinking about tomorrows upcoming math test

.812

.381

.812

.384

19. Working on an abstract mathematical problem

.763

.455

18. Waiting to get a math test returned in which you expected to do

well

.760

.399

14. Getting ready to study for a math test

.750

.492

11. Reading and interpreting graphs and charts

.731

.426

20. Completing a graded assignment in math class

.731

.426

5. Downloading a math textbook

.236

.822

7. Watching a video where the teacher works an algebraic equation on

the board
23. Listening to another student explain a math formula

.341

.804

.367

.774

2. Logging into a math class

.416

.755

3. Having to use the tables in the back of a math book

.415

.750

17. Listening to a recorded lecture for a math class

.391

.739

9. Logging in to an online tutoring program to work on a homework

assignment

.424

.719

1.looking trough the pages in a math book

.437

.711

21. Taking a final examination in math class

Note. Bold numbers shows which factor the item belongs to.

Copyright 2011 The Board of Regents of the University of Wisconsin System

27th Annual Conference on Distance Teaching & Learning

For more resources: http://www.uwex.edu/disted/conference

Table 2. Descriptive Statistics of MARS-R Scores

Post

Pre

Mean
N
Mean
N
51.7
397
50.8
517
(18.9)
(19.2)
Above Averagea
48.5
199
46.5
199
(19.4)
(18.8)
Below Averagea
55.4
112
56.2
112
(17.8)
(18.6)
Note. Standard deviations are shown in the parenthesis.
a
Groups were created using students end of course grade. Above average represents C+ and above, below
average represents C and below.
Total Scores

References
Ashcraft, M. H. & Kirk, E. P. (2001). The relationships among working memory, math anxiety and
performance. Journal of Experimental Psychology: General, 130(2), 224-237.
Hair et al. ( 2006). Multivariate data analysis. Upper Saddle River, NJ.
Hopko, D. R. (2003). Confirmatory factor analysis of the Math Anxiety Rating ScaleRevised.
Educational and Psychological Measurement, 63(2), 336351. DOI: 10.1177/0013164402251041
Malinsky et al. (2006, Winter). Math anxiety in pre-service elementary school teachers. Education,
127(2), 274279.
Marikyan, G. (2009). Notes on math anxiety among students: Cause-and-effect, pro-and-con. The
International Journal of Learning, 16(1), 211-21.
Plake, B. S., & Parker, C. S. (1982). The development and validation of a revised version of the
Mathematics Anxiety Rating Scale. Educational and Psychological Measurement, 42(2), 551
557. DOI: 10.1177/001316448204200218
Richardson, F. C., & Suinn, R. M. (1972) The Mathematics Anxiety Rating Scale: Psychometric data.
Journal of Counseling Psychology, 19(6), 551554.
Rounds, J. B., & Hendel, D. D. (1980). Measurement and dimensionality of mathematics anxiety. Journal
of Counseling Psychology, 2, 138.
University of Phoenix (2009). Academic annual report. Retrieved from
http://www.phoenix.edu/about_us/publications/academic-annual-report.html
Woodard, T. (2004, Spring . The effects of math anxiety on post-secondary developmental students as
related to achievement, gender and age. Inquiry, 9(1).
About the Presenters
Dr. Yucedag-Ozcan has been involved in educational research over 20 years including program
evaluation and assessment studies with K-12 schools and colleges. She has been conducting research in
online education for last 5 years and involved in projects focused on teaching and learning in online
education. Dr. Yucedag-Ozcan has also performed student learning assessments as well as programmatic
assessment in online education institutions. Currently, she is a full-time doctoral research faculty with
School of Advance Studies, where she teaches qualitative and quantitative research methods and pursues
research agenda related to faculty and students engagement in online education.
Address: University of Phoenix
Online Campus
East Elwood Street
Phoenix, AZ 85034

Copyright 2011 The Board of Regents of the University of Wisconsin System

27th Annual Conference on Distance Teaching & Learning

Phone:
Email:

For more resources: http://www.uwex.edu/disted/conference

602-384-7225
Arfe.Ozcan@apollogrp.edu

Dr. Brewer is currently the Director of Instructional Assessment at the University of Phoenix. She has
worked there as an Instructional Designer and Strategist for start-up projects. Previous professional
experience includes work redesign, research, and counseling with criminally insane patients. Susan holds
a BA in clinical psychology and psychodrama from University of Redlands, and Masters and Doctorate
degrees in Learning and Instructional Technology from Arizona State University. Her current academic
interests are assessment and online collaboration. She is active in intergenerational groups within the
American Buddhist community, supports Golden Retriever rescue, and participates in hobby level
ballroom dancing.

Copyright 2011 The Board of Regents of the University of Wisconsin System