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The Effect of Instructional Strategies on Math Anxiety and Achievement : = A Mixed Methods Study of Preservice Elementary Teachers.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	The Effect of Instructional Strategies on Math Anxiety and Achievement :/
其他題名:	A Mixed Methods Study of Preservice Elementary Teachers.
作者:	Lorenzen, Janelle K.
面頁冊數:	1 online resource (168 pages)
附註:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9780355215700

The Effect of Instructional Strategies on Math Anxiety and Achievement : = A Mixed Methods Study of Preservice Elementary Teachers.
Lorenzen, Janelle K.

The Effect of Instructional Strategies on Math Anxiety and Achievement :A Mixed Methods Study of Preservice Elementary Teachers. - 1 online resource (168 pages)

Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.

Thesis (Ph.D.)--The University of Southern Mississippi, 2017.

Includes bibliographical references

This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching methods and inquiry-based learning (IBL). A mixed methods embedded design was used in which the major design of the study is a nonequivalent control group design, where the collection of data occurred before, during, and after the intervention. There were 103 participants who were elementary education preservice teachers with 58 of them being enrolled in traditional teaching sections of the course and 45 being enrolled in IBL sections. Participants completed the Mathematics Anxiety Rating Scale -- Short Version (MARS-S) at the beginning and end of the course to measure their level of math anxiety. They also completed a 20-item content knowledge assessment to measure their level of achievement pre- and post-intervention. Participants' journal entries throughout the semester contained self-reported measures of math anxiety and understanding of course content as well as descriptions of their experiences in the course regarding their anxiety and understanding. Statistical tests, including two-way repeated measures ANOVA and t-tests, were performed to test for differences within and between the traditional and IBL groups. Significant results showed that as the semester progressed, the math anxiety of IBL participants decreased, whereas the math anxiety of traditional participants increased. Differences between the groups in terms of their level of achievement were not significant even though within both groups, participants experienced significant learning gains. By the end of the semester, statistical tests revealed that the IBL participants had significantly more positive opinions on their classroom experiences and preferences in mathematics classrooms. Correlational analysis was performed that showed a significant negative relationship between math anxiety and achievement. Random samples of each journal entry were selected, and thematic analysis was performed. The common themes that were identified as impacting participants' anxiety and understanding of course material included course content, teaching methods, assessment, and student behaviors.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2018

Mode of access: World Wide Web

ISBN: 9780355215700Subjects--Topical Terms:

1148686
Mathematics education.
Index Terms--Genre/Form:

554714
Electronic books.

The Effect of Instructional Strategies on Math Anxiety and Achievement : = A Mixed Methods Study of Preservice Elementary Teachers.
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520 $a This study addressed how different instructional strategies affected preservice elementary teachers' levels of math anxiety and their achievement in a math content course while considering descriptions of their experiences in the course in relation to their math anxiety and achievement. The instructional strategies used were traditional teaching methods and inquiry-based learning (IBL). A mixed methods embedded design was used in which the major design of the study is a nonequivalent control group design, where the collection of data occurred before, during, and after the intervention. There were 103 participants who were elementary education preservice teachers with 58 of them being enrolled in traditional teaching sections of the course and 45 being enrolled in IBL sections. Participants completed the Mathematics Anxiety Rating Scale -- Short Version (MARS-S) at the beginning and end of the course to measure their level of math anxiety. They also completed a 20-item content knowledge assessment to measure their level of achievement pre- and post-intervention. Participants' journal entries throughout the semester contained self-reported measures of math anxiety and understanding of course content as well as descriptions of their experiences in the course regarding their anxiety and understanding. Statistical tests, including two-way repeated measures ANOVA and t-tests, were performed to test for differences within and between the traditional and IBL groups. Significant results showed that as the semester progressed, the math anxiety of IBL participants decreased, whereas the math anxiety of traditional participants increased. Differences between the groups in terms of their level of achievement were not significant even though within both groups, participants experienced significant learning gains. By the end of the semester, statistical tests revealed that the IBL participants had significantly more positive opinions on their classroom experiences and preferences in mathematics classrooms. Correlational analysis was performed that showed a significant negative relationship between math anxiety and achievement. Random samples of each journal entry were selected, and thematic analysis was performed. The common themes that were identified as impacting participants' anxiety and understanding of course material included course content, teaching methods, assessment, and student behaviors.
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