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A mixed methods study of the effects of clicker use on math anxiety and achievement in mathematics.

紀錄類型:	書目-語言資料,手稿 : Monograph/item
正題名/作者:	A mixed methods study of the effects of clicker use on math anxiety and achievement in mathematics./
作者:	Batchelor, John H.
面頁冊數:	1 online resource (171 pages)
附註:	Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
Contained By:	Dissertation Abstracts International78-06A(E).
標題:	Mathematics education. -
電子資源:	click for full text (PQDT)
ISBN:	9781369527674

A mixed methods study of the effects of clicker use on math anxiety and achievement in mathematics.
Batchelor, John H.

A mixed methods study of the effects of clicker use on math anxiety and achievement in mathematics. - 1 online resource (171 pages)

Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.

Thesis (Ph.D.)--Iowa State University, 2016.

Includes bibliographical references

Many large lecture classes at undergraduate institutions have started to utilize technology to engage students. A mixed methods design was used in this dissertation research to build a comprehensive und erstanding of the statistical relationships among mathematics anxiety, math self-efficacy, and achievement in mathematics among students in a large lecture, undergraduate calculus class taught using clickers. The purpose of this study was to develop an understanding of the statistical relationships and of the students' experiences and perspectives on the relationships among mathematics self-efficacy, math anxiety, and achievement, along with the effect of clicker use on these variables, with attention given to changes in student perceptions during the semester. Statistical analysis was conducted utilizing quantitative survey data, and qualitative methods were used to analyze student interview data. Pairwise statistical relationships identified in previous research were confirmed among math anxiety, mathematics self-efficacy, and achievement in mathematics. Findings also revealed the potential for clickers to help promote desired learning outcomes when used effectively by students and instructors. Future research on the effect of clicker use in other types of mathematics courses besides calculus, in classes with students representing a more diverse range of racial/ethnic backgrounds, and with smaller class sizes will help build on the knowledge gained from this study.

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

Mode of access: World Wide Web

ISBN: 9781369527674Subjects--Topical Terms:

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

554714
Electronic books.

A mixed methods study of the effects of clicker use on math anxiety and achievement in mathematics.
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500 $a Source: Dissertation Abstracts International, Volume: 78-06(E), Section: A.
500 $a Advisers: Anne M. Foegen; Alejandro Andreotti.
502 $a Thesis (Ph.D.)--Iowa State University, 2016.
504 $a Includes bibliographical references
520 $a Many large lecture classes at undergraduate institutions have started to utilize technology to engage students. A mixed methods design was used in this dissertation research to build a comprehensive und erstanding of the statistical relationships among mathematics anxiety, math self-efficacy, and achievement in mathematics among students in a large lecture, undergraduate calculus class taught using clickers. The purpose of this study was to develop an understanding of the statistical relationships and of the students' experiences and perspectives on the relationships among mathematics self-efficacy, math anxiety, and achievement, along with the effect of clicker use on these variables, with attention given to changes in student perceptions during the semester. Statistical analysis was conducted utilizing quantitative survey data, and qualitative methods were used to analyze student interview data. Pairwise statistical relationships identified in previous research were confirmed among math anxiety, mathematics self-efficacy, and achievement in mathematics. Findings also revealed the potential for clickers to help promote desired learning outcomes when used effectively by students and instructors. Future research on the effect of clicker use in other types of mathematics courses besides calculus, in classes with students representing a more diverse range of racial/ethnic backgrounds, and with smaller class sizes will help build on the knowledge gained from this study.
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538 $a Mode of access: World Wide Web
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