國立虎尾科技大學 |

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

Record Type:	Language materials, manuscript : Monograph/item
Title/Author:	The Effect of Instructional Strategies on Math Anxiety and Achievement :/
Reminder of title:	A Mixed Methods Study of Preservice Elementary Teachers.
Author:	Lorenzen, Janelle K.
Description:	1 online resource (168 pages)
Notes:	Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
Subject:	Mathematics education. -
Online resource:	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.
LDR:03682ntm a2200337K 4500 001 913559
005 20180618095110.5
006 m o u
007 cr mn||||a|a||
008 190606s2017 xx obm 000 0 eng d
020 $a 9780355215700
035 $a (MiAaPQ)AAI10620198
035 $a (MiAaPQ)southernmiss:10534
035 $a AAI10620198
040 $a MiAaPQ $b eng $c MiAaPQ
100 1 $a Lorenzen, Janelle K. $3 1186451
245 1 4 $a The Effect of Instructional Strategies on Math Anxiety and Achievement : $b A Mixed Methods Study of Preservice Elementary Teachers.
264 0 $c 2017
300 $a 1 online resource (168 pages)
336 $a text $b txt $2 rdacontent
337 $a computer $b c $2 rdamedia
338 $a online resource $b cr $2 rdacarrier
500 $a Source: Dissertation Abstracts International, Volume: 79-01(E), Section: A.
500 $a Adviser: Sherry Herron.
502 $a Thesis (Ph.D.)--The University of Southern Mississippi, 2017.
504 $a Includes bibliographical references
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.
533 $a Electronic reproduction. $b Ann Arbor, Mich. : $c ProQuest, $d 2018
538 $a Mode of access: World Wide Web
650 4 $a Mathematics education. $3 1148686
650 4 $a Teacher education. $3 1148451
650 4 $a Pedagogy. $3 1148703
655 7 $a Electronic books. $2 local $3 554714
690 $a 0280
690 $a 0530
690 $a 0456
710 2 $a ProQuest Information and Learning Co. $3 1178819
710 2 $a The University of Southern Mississippi. $b Science and Mathematics Education. $3 1186452
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10620198 $z click for full text (PQDT)