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The Influence of How to Learn Math: ...

Pace, Lauren,

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The Influence of How to Learn Math: For Students on Student Mathematics Anxiety and Mathematics Achievement /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Influence of How to Learn Math: For Students on Student Mathematics Anxiety and Mathematics Achievement // Lauren Pace.
作者:	Pace, Lauren,
面頁冊數:	1 electronic resource (100 pages)
附註:	Source: Dissertations Abstracts International, Volume: 85-12, Section: B.
Contained By:	Dissertations Abstracts International85-12B.
標題:	Educational psychology. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31242277
ISBN:	9798382998114

The Influence of How to Learn Math: For Students on Student Mathematics Anxiety and Mathematics Achievement /
Pace, Lauren,

The Influence of How to Learn Math: For Students on Student Mathematics Anxiety and Mathematics Achievement /Lauren Pace. - 1 electronic resource (100 pages)

Source: Dissertations Abstracts International, Volume: 85-12, Section: B.

The purpose of this quantitative, quasi-experimental, nonequivalent comparison-group design was to determine if How to Learn Math: for Students (Boaler, 2018) had a statistically significant influence on eighth-grade students' mathematical anxiety and mathematical achievement. Participants included eighth-grade students (n = 28) in a suburban public school in eastern Pennsylvania. Participants were divided into a control group and an experimental group depending on the class period in which they had mathematics class. Participants in both groups took a pretest and a posttest to measure mathematics anxiety and mathematics achievement. Participants in the experimental group completed the online course How to Learn Math: for Students (Boaler, 2018) between the pretest and the posttest in addition to their teacher lessons while participants in the control group participated in mathematics class as usual. The results of the paired-t tests showed a statistical difference in mathematics achievement from the pretest to the posttest, but no statistical difference in the mathematics anxiety scores. Therefore, one null hypothesis was accepted, and one null hypothesis was rejected. The findings show that the course had an effect on mathematics achievement, but not on mathematics anxiety scores. While the results were mixed, the findings of this study provide implications and recommendations for future research using the How to Learn Math: for Students (Boaler, 2018) course.

English

ISBN: 9798382998114Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Eighth-grade students

The Influence of How to Learn Math: For Students on Student Mathematics Anxiety and Mathematics Achievement /
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