STEM Based Learning to Overcome Math Anxiety

Aosi, Ghenny; Metrianis,; Rifma,

doi:10.1088/1742-6596/1387/1/012053

Cited by 4 publications

(5 citation statements)

References 27 publications

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“…This underscores the need to prioritize the mental and emotional well-being of students in this age group, as test anxiety can adversely affect their attitudes, confidence and self-efficacy toward learning (Herzer et al, 2014;Wang and Li, 2017). Left unaddressed, it can also impact their future career choices (Huang et al, 2019), motivation to learn and problem-solving abilities (Aosi et al, 2019). While students in our sample generally exhibited moderate attitudes, confidence and efficacy in STEM-related courses, it is important to note that the lowest levels were observed in math and science subjects.…”

Section: Discussionmentioning

confidence: 99%

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

Hyseni Duraku,

Hoxha,

Konjufca

et al. 2023

JRIT

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PurposeThis pilot study aims to examine the prevalence of test anxiety and its interplay with attitudes, confidence, efficacy, academic performance and socio-demographic factors within the domain of science, technology, engineering and mathematics (STEM) courses.Design/methodology/approachThe authors employed a quantitative, cross-sectional design with 549 sixth-grade students from public lower secondary schools in Prishtina, Kosovo, using the Student Attitudes Toward STEM Survey (S-STEM) for middle/high schools and the test anxiety questionnaire.FindingsOver 70% of Kosovo's sixth-grade students reported moderate to severe test anxiety. The age of students was found to be inversely related to academic performance in STEM. The father's employment was associated with favorable STEM attitudes, confidence, efficacy and academic performance. Having a personal study environment was connected with favorable STEM attitudes, confidence and efficacy in STEM, whereas access to technology was associated with positive academic performance. Test anxiety, academic performance and personal study space predicted students' attitudes, confidence and efficacy in STEM and 21st-century learning.Practical implicationsEducational institutions should prioritize student well-being. By addressing test anxiety, these institutions can create supportive learning environments that improve attitudes, confidence and efficacy in STEM fields. These efforts are crucial for STEM career development and student success in the 21st-century workforce.Originality/valueThe current study findings contribute to a deeper understanding of the factors influencing STEM student engagement and performance, highlighting the importance of addressing test anxiety for positive learning outcomes while emphasizing the need to consider socio-economic and contextual factors in education.

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Section: Discussionmentioning

confidence: 99%

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

Hyseni Duraku,

Hoxha,

Konjufca

et al. 2023

JRIT

View full text Add to dashboard Cite

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“…The students also reported positive experiences regarding their science anxiety. Although there was no study in the literature examined the effect of STEM education on science anxiety, some studies reported positive effects of STEM education on math anxiety (Aosi et al, 2019). Aosi et al (2019) studied STEM based learning to overcome math anxiety.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

“…Although there was no study in the literature examined the effect of STEM education on science anxiety, some studies reported positive effects of STEM education on math anxiety (Aosi et al, 2019). Aosi et al (2019) studied STEM based learning to overcome math anxiety. They reported that STEM based learning helped to decrease students' math anxiety.…”

Section: Discussion Conclusion and Implicationsmentioning

confidence: 99%

Effects of 5E Integrated STEM Based Activities on Middle School Students' Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Deveci Bozkurt,

Altınöz,

Açıkyıldız

2023

IJPE

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The purpose of this study was to investigate the effects of using 5E integrated Science Technology Engineering Mathematics (STEM) based activities on 6th grades students' attitudes towards science, their science anxiety and their perceptions of STEM fields. Mixed research method was used for this purpose. The study was conducted with 28 6 th grade students who live in Gaziantep city of Turkey. "Matter and Heat" science topic was taught using the 5E integrated STEM based activities. Questionnaires to test students' attitudes towards science, their science anxiety, and their perceptions of STEM fields were used as pre and post-tests before and after the implementation of the activities. While effect size difference (r score) and non-parametric Wilcoxon signed rank test were used for the quantitative data analyses, the qualitative data from the semi-constructed interviews were analyzed using thematic analysis. Before the implementation of the activities, female students' attitude levels were higher and their anxiety levels were lower than males. The results showed that the 5E integrated STEM-based activities had a positive effect on increasing students' attitudes towards science while decreasing their science anxiety. Although the effect on students' perceptions of individual STEM fields was relatively small, these activities positively increased their perceptions of each STEM field. The participants also found the activities very enjoyable, fun and like doing.

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“…Oleh karena itu, motivasi dan pengalaman pembelajaran dengan rubber band car dapat membuat kecemasan kognitif peserta didik berkurang saat dihadapkan tugas atau target belajar fisika. Hasil tersebut didukung dari penelitian [28] bahwa setelah menerapkan pembelajaran berbasis STEM, 34,5% dari 58 peserta didik di SDN 09 Manggis Ganting Bukit Tinggi pada kategori rendah, 55,2% dari 58 peserta didik dalam kategori sedang, dan 10,3% dari 58 peserta didik berada pada tingkat kecemasan matematika yang tinggi. Peserta didik tersebut mengalami penurunan kecemasan pada tugas matematika tentang perhitungan numerik.…”

Section: Groupunclassified

Implementasi Pendekatan Stem Berbasis Inquiry Based Learning Terhadap Hasil Belajar Dan Kecemasan Kognitif Peserta Didik

Saputri

Abdurrahman

Suyatna

2020

JIPF

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Salah satu permasalahan pada pembelajaran fisika yang dihadapi oleh guru adalah hasil belajar peserta didik yang rendah. Rendahnya hasil belajar peserta didik dapat disebabkan oleh peserta didik mengangap pembelajaran fisika cenderung sulit, sehingga dapat menyebabkan kecemasan kognitif peserta didik tinggi pada tugas belajar fisika. Hasil belajar yang rendah dan kecemasan kognitif yang tinggi dapat mengalami perubahan yang signifikan, jika menerapkan pendekatan pembelajaran yang tepat bagi peserta didik. Penelitian ini bertujuan untuk mengetahui perbedaan peningkatan hasil belajar dan penurunan kecemasan kognitif dengan menerapkan pendekatan STEM dan saintifik berbasis pembelajaran inquiry pada materi Hukum Newton. Desain penelitian yang digunakan quasi-experimental dengan jenis non-equivalent control group design. Data dikumpulkan melalui tes dan skala kecemasan kognitif. Data tersebut dianalisis menggunakan N-Gain dan Independent Sample T-Test atau Mann Whitney. Hasil penelitian menunjukkan bahwa ada perbedaan peningkatan hasil belajar dan penurunan kecemasan kognitif antara implementasi pendekatan STEM dan saintifik berbasis pembelajaran inquiry dengan nilai Asymp. Sig. (2-tailed) sebesar 0,001 untuk hasil belajar dan 0,029 untuk kecemasan kognitif. Berdasarkan data N-Gain tersebut, peserta didik yang menerapkan pendekatan STEM dalam pembelajaran hukum Newton memperoleh peningkatan hasil belajar dan penurunan kecemasan kognitif yang lebih tinggi daripada peserta didik yang menerapkan pendekatan saintifik.

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STEM Based Learning to Overcome Math Anxiety

Cited by 4 publications

References 27 publications

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

Test anxiety's influence on attitudes, confidence and efficacy in STEM courses: a pilot study

Effects of 5E Integrated STEM Based Activities on Middle School Students' Attitudes Towards Science, Science Anxiety and Perceptions of STEM Fields

Implementasi Pendekatan Stem Berbasis Inquiry Based Learning Terhadap Hasil Belajar Dan Kecemasan Kognitif Peserta Didik

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