Maths Anxiety, SES and Early Years Maths Achievement: How Covid-19 Affected Children With low SES

• In Event: Poster Session 08
  In Poster Session: PS 08 Topic - Solicited Content: COVID-19 Related

Abstract

Objectives: Maths anxiety (MA) is related to maths achievement in children and adults, with MA evident from 6-years-old (Cargnelutti et al. 2017). However, due to the attainment gap, the effects of MA on children from low SES areas could be greater than for wealthier children. During the Covid-19 pandemic, children engaged in virtual learning, and low SES children typically participated in fewer educational opportunities. This lack of academic involvement could further increase the attainment gap and low SES children with high MA could be particularly affected.
This project examined MA prevalence in two cohorts of children who began primary school from 4-years-old. Children were recruited from low and high SES areas of Dundee, Scotland. We investigated the relations between early MA and numeracy and problem-solving skills and how children’s MA affected maths achievement. MA and maths achievement were measured twice, Time 1 before the Covid-19 pandemic in 2019 and Time 2 in 2020 after 5 months out of school. The Time 1 data showed differences in achievement between children from different SES backgrounds.
Design: The study had a mixed design. Numeracy, problem-solving skills and MA were tested twice; children were grouped by MA and SES.
Method: Children (N=404; 49%male, Mean age(Time 1)=60months, Range 53-70months) were recruited from primary schools categorised as low or high SES (296 low SES). At Time 1 and Time 2, children completed Child Maths Anxiety Questionnaire (CMAQ; Ramirez et al., 2013) and Wechsler Individual Achievement Test-3rd UK Edition (WIAT-iiiUK)(Pearson, 2009) numeracy and problem-solving subscales.
Results: The results are currently only available for Time 1.
CMAQ scores were categorised as either Low, Average or High; 23% of participants reported high levels of MA at Time 1. At all MA levels, high SES children scored higher than low SES children on numeracy and problem-solving tasks. These scores were analysed with 2(SES: Low versus High)x3(MA: Low, Average, High) between-subjects ANOVAs. There were significant main effects of MA for numeracy (F(2,384)=7.94, p<.001) and for problem-solving (F(2,384)=7.55, p<.001). High MA children scored lower than their peers on numeracy (Figure 1) and problem-solving (Figure 2). There were also significant main effects of SES for numeracy (F(1,384)=50.02, p<.001) and for problem-solving (F(1,384)=43.1, p<.001). High SES children scored higher than low SES children on numeracy (Figure 1) and problem-solving (Figure 2). There were no significant interactions.
Time 2 data collection will be undertaken in November 2020 and the talk will focus on the trajectory from Time 1 to Time 2 to explore how virtual learning during Covid-19 affected the maths anxiety and abilities.
Conclusions: Time 1 data indicates MA was already present at the beginning of formal schooling and is related to numeracy and problem-solving abilities. Low SES children had higher MA and lower numeracy and problem-solving scores than their more affluent peers. As many low SES children had fewer educational opportunities during the Covid-19 pandemic, the outcome of reduced formal education will be explored at Time 2. This will explore changes in MA and the attainment gap between high and low SES groups.

Authors

• Dawn Sandra Short, Abertay University
  Presenting Author

• Janet McLean, Abertay University
  Non-Presenting Author