Medical Students’ Experience: Community Engagement and Advocacy through Photovoice

Hunter, Heather; Jaiswal, Deep; Cameron, Brittany; To, Matthew J.; Cox, Catherine M.; Clarke, Suzanne; States, Cinera; Lane, Ciaran

doi:10.5195/ijms.2016.149

Cited by 1 publication

(1 citation statement)

References 2 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is a qualitative research approach of collecting data through the use of photographs and in-depth interview to identify, represent and analyze some particular issue in a certain community. Photovoice permits researchers from different research area to visualize individual perception of everyday life reality [42], [43] also stated that photovoice helps participants to express their perception and facilitates crucial issues around their area of interest-which in this case is mathematics anxiety. Photovoice is a way of exploring information, behavior and authentic participant expression and a unique method that uses photographs as a research strategy [44].…”

Section: Methodsmentioning

confidence: 99%

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

Ismail

Aliyu

Osman

et al. 2022

IJERE

View full text Add to dashboard Cite

<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>

show abstract

Section: Methodsmentioning

confidence: 99%