The Effect of the Use of Journal Writing on Mathematics Achievement and Mathematics Anxiety PDF Download
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Author: Beverly M. Campbell
Publisher:
ISBN:
Category : Math anxiety
Languages : en
Pages : 136
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Book Description
Author: Beverly M. Campbell
Publisher:
ISBN:
Category : Math anxiety
Languages : en
Pages : 136
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Book Description
Author: Susan Eakes
Publisher:
ISBN:
Category : Math anxiety
Languages : en
Pages : 134
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Book Description
Author: Marla Chandler
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 94
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Book Description
Author: Armando Isaac Peréz
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
A convenience sample of 123 Hispanic/Latino students from a predominantly Hispanic/Latino South Texas community college was used to determine if gender and/or journal-writing had any effects on mathematics anxiety or achievement. Eight sections of college-algebra courses were administered the Mathematics Anxiety Rating Scale (MARS) to determine levels of mathematics anxiety and the Texas Higher Education Assessment (THEA) to determine levels of mathematical achievement. Results of the study suggest that journal-writing decreases levels of mathematics anxiety among students. In addition, the study suggests that males and females do not differ in terms of mathematical achievement. These finding are consistent with previous studies. However, the study also suggested that males and females report the same levels of mathematics anxiety and that journal-writing does not increase mathematical achievement. This is in contrast to previous published studies.
Author: Irene C. Mammarella
Publisher: Routledge
ISBN: 0429576129
Category : Psychology
Languages : en
Pages : 238
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Book Description
Feelings of apprehension and fear brought on by mathematical performance can affect correct mathematical application and can influence the achievement and future paths of individuals affected by it. In recent years, mathematics anxiety has become a subject of increasing interest both in educational and clinical settings. This ground-breaking collection presents theoretical, educational and psychophysiological perspectives on the widespread phenomenon of mathematics anxiety. Featuring contributions from leading international researchers, Mathematics Anxiety challenges preconceptions and clarifies several crucial areas of research, such as the distinction between mathematics anxiety from other forms of anxiety (i.e., general or test anxiety); the ways in which mathematics anxiety has been assessed (e.g. throughout self-report questionnaires or psychophysiological measures); the need to clarify the direction of the relationship between math anxiety and mathematics achievement (which causes which). Offering a revaluation of the negative connotations usually associated with mathematics anxiety and prompting avenues for future research, this book will be invaluable to academics and students in the field psychological and educational sciences, as well as teachers working with students who are struggling with mathematics anxiety
Author: Kevin J. Pelton
Publisher:
ISBN:
Category : Diaries
Languages : en
Pages : 84
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Book Description
Author: Ivy Burklew
Publisher:
ISBN:
Category : Language arts
Languages : en
Pages : 64
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Book Description
Author: Dianne Raslavicz
Publisher:
ISBN:
Category : Diaries
Languages : en
Pages : 84
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Book Description
Author: Jason S. Clark
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 108
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Book Description
Author: Rihab Izzat Abu Zein
Publisher:
ISBN:
Category :
Languages : en
Pages : 242
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Book Description
This study investigated the effect of journal writing in mathematics classes on achievement in and attitude towards mathematics. Achievement included school mathematics achievement, conceptual understanding, procedural knowledge, problem-solving, and mathematical communication. The differential effect of gender, program, level of writing achievement, and level of mathematics achievement were also investigated. The study was conducted on students in four sections in the first intermediate classes at the International College in Beirut, two of these sections are in the French program and the other two in the English program. The subjects were 104 students (59.6% boys) equally distributed to the four classes. At the beginning of the year, the school randomly assigned the subjects to four classes in the English program, and three classes in the French program. For the purpose of this study, two sections from each of the programs, were randomly assigned to be the treatment and control groups respectively. The subjects in the journal writing group (treatment group) wrote in their journals three times a week for a twelve-week period, while the students in the non-journal writing group (control group) were given drill exercises. Conceptual understanding, procedural knowledge, problem-solving, mathematical communication, school mathematics achievement, and attitude towards mathematics were measured by pre- and posttests. Two-way multivariate analysis of covariance was used to test the hypotheses with pretests scores as covariates. These analyses were repeated for gender, program, level of writing achievement, and level of mathematics achievement. The students' evaluation of the journal writing experience was qualitatively studied. Results showed that journal writing had a significant effect on conceptual understanding, procedural knowledge, and mathematical communication, and no significant effect on problem-solving, school mathematics achievement, and attitude towards mathematics. No significant results were found for the interaction between journal writing and gender, program, level of writing achievement, and level of mathematics achievement. Students perceived the benefits of journal writing as a learning tool that enhances understanding and reflection on one's learning. It also provides the students the opportunity to give opinions and release frustration.
