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Seventy-two participants from a public sector high school were selected, and the Pretest Posttest Non-equivalent Control Group Design guided the experimental process. Instruments for measuring anxiety and performance were developed, piloted, reviewed by experts, and validated using factor analysis. Independent samples t-tests showed a significant effect of quizzes on Grade VII mathematics performance and also a significant overall reduction in mathematics anxiety.",{"@graph":69,"@context":126},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/effect-of-quizzes-on-anxiety-and-performance-in-mathematics-at-middle-level/596198/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/effect-of-quizzes-on-anxiety-and-performance-in-mathematics-at-middle-level/596198.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118,122],{"name":109,"@type":110,"acceptedAnswer":111},"What is the main purpose of the study?","Question",{"text":112,"@type":113},"To determine the effect of quizzes on students’ anxiety and their mathematics performance at the middle level.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How many participants were involved, and what study design was used?",{"text":117,"@type":113},"Seventy-two students participated, and the study used the Pretest Posttest Non-equivalent Control Group Design.",{"name":119,"@type":110,"acceptedAnswer":120},"What instruments were used to measure anxiety and performance?",{"text":121,"@type":113},"The researcher developed the instruments to measure mathematics anxiety and mathematics performance, then ensured validity through expert opinion and factor analysis.",{"name":123,"@type":110,"acceptedAnswer":124},"What results were found regarding quizzes?",{"text":125,"@type":113},"Quizzes had a significant positive effect on Grade VII mathematics performance, and a significant overall effect on mathematics anxiety was also reported.","https://schema.org",{"og:url":83,"og:type":128,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":130,"canonical":83},"index,follow",{"doc_id":132,"site_id":62},596198,1792210630,{"code":4,"msg":5,"data":135},{"doc_id":132,"user_id":136,"nickname":92,"user_avatar":137,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":143,"language":144,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":67,"update_tm":148,"read_time":149,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Effect of Quizzes on Anxiety and Performance in Mathematics at Middle level  \nAfshan Naseem*  \nAbstract  \nThe purpose of the study was to see the effect of quizzes on anxiety and performance in mathematics at middle-level students. Seventy-two participants from a public sector high school were chosen carefully. In experimental designs, the Pretest Posttest Non-equivalent Control Group Design was selected for the study. The instruments for measuring anxiety and mathematics performance were developed by the researcher. A pilot study on another group of the student was conducted. Validity of the instruments were ensured by experts’ opinion. Table of Specification was constructed. Factor analysis was applied to find out that the statements in the instrument were clear and not misleading. Collected data were analyzed by independent samples t-test. A significant effect of quizzes was found on the performance of grade VII mathematics students. The significant outcome for anxiety in mathematics was also found when the overall effect was measured.  \nKeywords: Effect, mathematics anxiety, mathematics performance, middle level, quizzes  \n* Ph.D. Scholar, University of the Punjab, Lahore-54590, Pakistan. Email: [afshan.pu@gmail.com](afshan.pu@gmail.com)  \nBackground of the Study  \nQuiz, as an assessment strategy, has been supported to be effective as it can increase performance for academic achievement (Brame & Beil, 2015; Dalfen, 2018; SalasMorera et al., 2012) . The quiz is often used as a light form of a formative assessment. Many studies have suggested that quizzes not only improve performance (Brame & Beil, 2015; Dalfen, 2018; McGoldrick & Schuhmann, 2016), but can also enhance student learning (Pastotter & Bauml, 2014), improve long-term retention (Agarwal, Bain & Chamberlain, 2012; Roediger & Butler, 2011), promote deep learning (Karpicke & Grimaldi, 2012), and reduce test-taking anxiety (Shirvani, 2009) . The literature discusses that quizzes and tests are routinely used to assess and promote learning in students (Roediger et al., 2011; Stratton, 2014) .  \nThe appearance of quizzes consists of multiple-choice questions (MCQs), true and false statements, fill in the blanks or one-word answer questions. The question format depends upon the choice of the teacher. Through & quizzes, students can work collaboratively to find and discuss the reply (Quinn & Eckerson, 2010; Rezaie, 2015) . DePaolo and Wilkinson (2014) explored that quizzes can be used to increase motivation for attendance and student participation in class. McGoldrich and Schuhmann (2016) worked on the impact of challenge quizzes on student knowledge; the results referred that students who took challenge quizzes scored higher on harder quizzes as compared to those who didnot.  \nNegative affective responses towards mathematics define mathematics anxiety. According to Ashcraft (2002), mathematics anxiety is the general feeling of tension or fear. Mathematics anxiety results how learners feel and act. It is common to encounter the feelings of uneasiness inside or outside a mathematics class. Hoorfar and Taleb (2015) described mathematics anxiety into four perspectives that include the anxiety of learning mathematics, the anxiety of solving problems, the anxiety of the mathematics teacher, and the anxiety of mathematics evaluation. Mathematics anxiety is an emotional response to what is happening to the students, and it can take place at all ages and levels of study (Gierl & Bisanz, 1995) .  \nHome, society, and classroom are the multiple causes of mathematics anxiety (Shields, 2005) . Negative responses from teachers or parents about mathematics skills in their students/children can create mathematics anxiety (Maloney et al., 2015) . Teachers with higher mathematics anxiety transfer their mathematics anxiety to students (Ramirez et al., 2018) . Poor teaching strategies make mathematics learning difficult for students which subsequently results in lower performance and less en","cbCaia8QiTqHIfVj","https://ap.wps.com/l/cbCaia8QiTqHIfVj","pdf",407273,17,"English","# Abstract\n# Background of the Study\n## Quiz as an assessment strategy\n## Mathematics anxiety and its dimensions\n## Causes and consequences of mathematics anxiety\n## Role of quizzes in mathematics learning\n## Measurement approaches and study outcomes","[{\"question\":\"What is the main purpose of the study?\",\"answer\":\"To determine the effect of quizzes on students’ anxiety and their mathematics performance at the middle level.\"},{\"question\":\"How many participants were involved, and what study design was used?\",\"answer\":\"Seventy-two students participated, and the study used the Pretest Posttest Non-equivalent Control Group Design.\"},{\"question\":\"What instruments were used to measure anxiety and performance?\",\"answer\":\"The researcher developed the instruments to measure mathematics anxiety and mathematics performance, then ensured validity through expert opinion and factor analysis.\"},{\"question\":\"What results were found regarding quizzes?\",\"answer\":\"Quizzes had a significant positive effect on Grade VII mathematics performance, and a significant overall effect on mathematics anxiety was also reported.\"}]","Effect of Quizzes on Anxiety and Performance in Mathematics at Middle level | PDF",1792082625,43]