Impact of lesson study on mathematics anxiety and mathematics achievement of Malaysian foundation programme students

Gholami, Hosseinali; Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md.; Kamarudin, Nurzatulshima

doi:10.11591/ijere.v10i3.20502

Cited by 6 publications

(14 citation statements)

References 36 publications

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“…3 (25%) of the 12 papers reviewed in this study argued that adopting a problem-based teaching style is not enough to reduce Mathematics anxiety, the papers stated that a problem-solving teaching style will reduce anxiety in students. Gholami [50] used Mathematics Anxiety Scale-Revised to measure students' Mathematics anxiety with 86 students grouped into an experimental group and a control group. The study found that there is a detrimental correlation between students' Mathematics anxiety and teaching methods [50].…”

Section: Resultsmentioning

confidence: 99%

“…Gholami [50] used Mathematics Anxiety Scale-Revised to measure students' Mathematics anxiety with 86 students grouped into an experimental group and a control group. The study found that there is a detrimental correlation between students' Mathematics anxiety and teaching methods [50]. Students in the experimental group used a student-centered approach to tackle problems both individually and in groups.…”

Section: Resultsmentioning

confidence: 99%

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The Link between Mathematics Teaching Strategies and Students' Anxiety

Atoyebi¹,

Atoyebi²

2022

AJESS

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This study focused on the link between Mathematics teaching strategies and students' anxiety in school. This study follows a qualitative approach, using a systematic literature review by evaluating and summarizing the relevant research results on students' Mathematics anxiety and Mathematics teaching strategies. Online databases were searched and ten studies were selected, and only the studies that were published between 2000 and 2022 were included in this study. The studies examined how students' Mathematics anxiety is affected by Mathematics teaching strategies such as the followings: problem-based teaching style, direct teaching style, single instructional approach, systematic and structured approach, creative and discovery approach, inclusive instructional strategies, inquiry-based learning, and student-centered learning methods of teaching. The study concluded that there is a relationship between Mathematics teaching strategies and students' Mathematics anxiety. Student-centered teaching methods, problem-based teaching approaches, creative and discovery approaches, inclusive instructional strategies, and inquiry-based learning were found to reduce Mathematics learning anxiety. Based on the findings, this systematic literature review suggests that a positive and welcoming environment should be created by Mathematics teachers so that concepts in Mathematics can be discussed by students without being afraid of failing, thereby reducing their anxiety in Mathematics.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

The Link between Mathematics Teaching Strategies and Students' Anxiety

Atoyebi¹,

Atoyebi²

2022

AJESS

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“…Therefore, participants' age ranged between 18 and 23 (see Table 2). Participants were college students [52,53,54], foundation programs students [32], or were enrolled in university courses and majors such as business [35], calculus [36], elementary education [34,38], geoscience [51], nursing [33] and psychology [37,55], and they were attending mathematics classes when the studies were conducted.…”

Section: Study Characteristicsmentioning

confidence: 99%

“…The available interventions differ in sample characteristics, intervention approach, program duration, and the assessment adopted. For example, participants were selected from college students [32], nursing students [33], and preservice elementary teachers [34], just to mention a few. Intervention duration ranged from single-session interventions [35] to multiple-session interventions over six months [36], while interventions spanned from relaxation techniques such as listening to music [37] to improvements in teaching mathematics [32], to clinical psychological interventions [38].…”

Section: Introductionmentioning

confidence: 99%

A Meta-analysis on the Impact of Intervention on Mathematics Anxiety among (Young) Adults

Ponetti

Wallymahmed

2023

Preprint

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Background and Aims: The construct of mathematics anxiety has received increasing attention in the past decades because of its correlation with mathematics performances, achievements, and subsequent choice of STEM majors and careers. Intervention research and reviews on the topic have been directed predominantly to school-age students, while little is known about interventions for (young) adults, and quantitative reviews are missing. Methods: The present study aims to conduct a meta-analytic review of interventions on mathematics anxiety levels in (young) adults. Searches were conducted using the following databases: ERIC, MEDLINE, PsycINFO, SAGE, Scopus, and Web of Science. Twelve studies published in English language from the year 2000 were included in this meta-analysis. The selected studies included mathematics anxiety interventions targeted at the population aged 18 and older. Interventions ranged from one-time sessions to six months programs and were integrated into a mathematics course. The studies compared intervention effectiveness with a control condition and tested the efficacy of relaxation techniques, clinical psychological interventions, focused mathematics skills training, and improved teaching practices. The quality of the included articles was assessed, and the quantitative statistics were computed (using RevMan and the metafor package of R) under the Random Effect Model assumption. Results: The meta-analysis showed 1) a small-to-medium, significant overall intervention effect (d = −0.31, 95% CI [-0.44, -0.19], p < 0.001), 2) a null variability of true effect sizes (τ2 = 0), and 3) consistency (negligible heterogeneity) across studies (I2 = 4%, p=0.41). Potential sources of bias that may have lowered the precision of the study are discussed. Conclusions: This work supports the introduction of mathematics anxiety intervention in classroom practice for (young) adults. The findings are discussed in the context of other evidence and point to future research directions.

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“…Previous researchers have used primarily a quantitative approach to explore mathematics anxiety [28], [34]- [37]. More current researches [38]- [40] have sought the relationships between mathematics anxiety and other variables such as gender, mathematics self-efficacy and mathematical literacy. However, these researches still gathered data through a quantitative approach and have viewed them in terms of the manifestation of mathematics anxiety as opposed to sources of mathematics anxiety.…”

Section: Problem Statement and Research Objectivesmentioning

confidence: 99%

Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria

Ismail

Aliyu

Osman

et al. 2022

IJERE

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<span>Mathematics anxiety is the feeling of tension and fear which interferes with the manipulation of numbers in ordinary life and academic setting. This study aimed at exploring students’ level of mathematics anxiety and teacher behavior and speech which intensifies and minimizes mathematics anxiety among secondary schools in Sokoto state, Nigeria. In total, 109 questionnaires regarding mathematics anxiety named the cognitive, emotion, physical-mathematics anxiety rating (CEP-MAR) were distributed to students and 102 were returned. From the responses in the questionnaire, 20 of the most mathematics anxious individuals were selected to participate in a photovoice project. These 20 students were given cameras and asked to capture classroom events, which impact on their mathematics anxiety. Afterwards, a one-to-one semi-structured interview was conducted with each student to discuss the photos. The findings disclosed that teachers’ behavior and speech such as being too quick in mathematics classroom lessons, giving too many notes, exercises, punishments and embarrassing/alarming statements have a significant effect in intensifying mathematics anxiety. The findings also showcased that quiz/competitions, good learning environment, intrinsic and extrinsic motivational statements help in minimizing mathematics anxiety. This study provides further evidence that teachers have both positive and negative effect on students’ mathematics anxiety.</span>

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Impact of lesson study on mathematics anxiety and mathematics achievement of Malaysian foundation programme students

Cited by 6 publications

References 36 publications

The Link between Mathematics Teaching Strategies and Students' Anxiety

The Link between Mathematics Teaching Strategies and Students' Anxiety

A Meta-analysis on the Impact of Intervention on Mathematics Anxiety among (Young) Adults

Exploring teacher effects on intensifying and minimizing mathematics anxiety among students in Sokoto State, Nigeria

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