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The Effect of Cooperative Learning G...

Harding, Janet Louise.

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The Effect of Cooperative Learning Groups on Mathematics and Statistics Anxiety in a College Mathematics Class.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Effect of Cooperative Learning Groups on Mathematics and Statistics Anxiety in a College Mathematics Class./
Author:	Harding, Janet Louise.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2015,
Description:	153 p.
Notes:	Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.
Contained By:	Dissertation Abstracts International76-10A(E).
Subject:	Mathematics education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3708234
ISBN:	9781321832976

The Effect of Cooperative Learning Groups on Mathematics and Statistics Anxiety in a College Mathematics Class.
Harding, Janet Louise.

The Effect of Cooperative Learning Groups on Mathematics and Statistics Anxiety in a College Mathematics Class. - Ann Arbor : ProQuest Dissertations & Theses, 2015 - 153 p.

Source: Dissertation Abstracts International, Volume: 76-10(E), Section: A.

Thesis (Ph.D.)--Robert Morris University, 2015.

Research indicates that many college students, especially females, suffer from math and statistics anxiety (Williams, 2010; Perry, 2004). The anxiety can have a negative effect on their education and prevent them from pursuing math related fields (Tobias, 1991). Cooperative learning is a method of instruction that may create a positive learning environment and reduce math and statistics anxiety. This quasi-experimental quantitative study was performed to investigate the effectiveness of cooperative learning on math and statistics anxiety in an introductory college statistics class. The theoretical foundation supporting the study included Vygotsky's social learning theory and Piaget's peer learning theory. One hundred fourteen college students in four statistics classes were taught using either traditional or cooperative learning methods over two semesters. A pre and post-test were administered measuring math anxiety, statistics anxiety, and statistics achievement. A two-way ANOVA was performed to compare the differences between groups with independent variables of type of instruction and gender. Key results revealed a significant difference in math anxiety in males or females who were taught using cooperative methods versus traditional instruction. Cooperative learning females saw significantly more reduction in anxiety than traditional instruction females, and cooperative learning females saw significantly more reduction in anxiety than cooperative learning males. Males in the cooperative learning group did not show significant reduction in math anxiety. Additionally, there was a significant difference in the reduction of statistics anxiety based on gender. Females saw more reduction of statistics anxiety than males. A conclusion from the study is that there is a large population of students who do respond to cooperative methods of teaching and benefits could include a reduction in anxiety. With reduced anxiety, all students and specifically female students could pursue opportunities in mathematics they might otherwise have avoided.

ISBN: 9781321832976Subjects--Topical Terms:

641129
Mathematics education.

The Effect of Cooperative Learning Groups on Mathematics and Statistics Anxiety in a College Mathematics Class.
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