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The Effects Of Two Anxiety Reducing Interventions On Algebra I Test Scores For A Sample Of Rural High School Students
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Book Synopsis The Effects of Two Anxiety Reducing Interventions on Algebra I Test Scores for a Sample of Rural High School Students by : Sharon Wisinger
Download or read book The Effects of Two Anxiety Reducing Interventions on Algebra I Test Scores for a Sample of Rural High School Students written by Sharon Wisinger and published by . This book was released on 2010 with total page 500 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Effects of Intervention on Reduction of Math Anxiety of Secondary School Students by : Mary A. Martin
Download or read book Effects of Intervention on Reduction of Math Anxiety of Secondary School Students written by Mary A. Martin and published by . This book was released on 2018 with total page 55 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study sought to identify whether targeted interventions produce a statistically significant reduction in student math anxiety, which methods are most effective in reducing student math anxiety, and whether effective methods differ according to academic achievement level. The interventions applied, consisting of curricular design, classroom practices, and instructor behaviors, were as follows : (1) use of unit outlines , (2) incorporating review work , (3) collaborative groupwork, (4) perceived instructor empathy , (5) concepts explained in various ways , (6) out-of-class 1:1 aid , (7) content made relevant , (8) positive reinforcement from instructor/peers . The research was performed in an Algebra 1 classroom of a public high school, containing 64 students, over the course of 1 semester (18 weeks). A presurvey and postsurvey measured students' math anxiety levels, while all 8 interventions were applied continuously throughout the semester. Pre - and post anxiety levels, semester grades, and supplementary postsurvey questions regarding students' opinions on intervention effectiveness produced the statistically significant result that targeted interventions do reduce math anxiety. However, when grouped according to achievement level, this result only holds for those students defined by high academic achievement. Overall, the most effective intervention methods were a caring instructor, an encouraging learning environment, and mixing in review work throughout the semester. Keywords: math anxiety, intervention, academic achievement, remediation
Book Synopsis The effect of expressive writing on the math anxiety scores of Middle School students enrolled in a public school in east Texas by : Angela D. Ruark
Download or read book The effect of expressive writing on the math anxiety scores of Middle School students enrolled in a public school in east Texas written by Angela D. Ruark and published by . This book was released on 2018 with total page 134 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math anxiety is a serious concern for educators and students. Students who may otherwise be successful can find themselves incapacitated to think and perform to their abilities due to this issue. Math anxiety negatively affects academic performance and deters students from pursuing math-based careers. This is particularly true for female students. Effective interventions are needed to address these issues. Expressive writing is one such intervention that has shown promise in reducing math anxiety with older students. This study investigated the impact of expressive writing on the math anxiety levels of middle school students according to group and gender. An experimental, pretest-posttest, control group design with random assignment was used for a sample of 40 students from a public middle school in East Texas. The Modified Abbreviated Math Anxiety Scale was administered as a pretest and posttest. Students were randomly placed into either the control or treatment group. Both groups completed journal entries each day. The treatment group also responded to a daily expressive writing prompt. The study was conducted over a two-week period. One-way ANCOVAs for data analysis found no significant differences according to group or gender. Results and their implications are discussed, and future research recommendations provided.
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2005 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes, and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics by : Claudia Lorene Hines
Download or read book The Effects of Expressive Writing on Anxiety, Mathematics Anxiety, Stress, Cognitive Processes, and Psychological Processes on the Virginia Standards of Learning (SOL) on a Sample of Urban High School Students Failing Mathematics written by Claudia Lorene Hines and published by . This book was released on 2011 with total page 512 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students by : Rita Love
Download or read book The Effects of an Online Math Intervention on the Math Anxiety Levels of Community College Students written by Rita Love and published by . This book was released on 2018 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: Finding an inexpensive, timely, and effective intervention to reduce math anxiety in community college students is a worthwhile endeavor. Math anxiety left unattended can lead to the conscious and deliberate avoidance of math-heavy educational programs and careers. Previous investigations in math anxiety interventions have overlooked the potential for mastery learning-based online modules to reduce math anxiety. The purpose of this two-factor quasi-experimental posttest-only control group study is to investigate whether participation in Let’s Go Racing, a mastery learning-inspired intervention designed to prepare students for gateway math courses, affects math anxiety levels and whether the potential effect differs for male and female students. This study also seeks to determine if Strawderman’s Math Anxiety Model and the reciprocal theory, both supporting the notion that student math success and math anxiety are inversely and bidirectionally associated, are plausible explanations of the phenomenon. A treatment group of Math 171 – Precalculus Algebra students at a small North Carolina community college was given the Math Anxiety Scale-Revised after completing Let’s Go Racing, while a control group of Math 171 students from another North Carolina community college completed only the Math Anxiety Scale-Revised assessment. Data were collected electronically and analyzed using two-way ANOVA statistical analyses. Results support the notion that female college students experience higher math anxiety levels than their male counterparts. However, the impact of Let’s Go Racing on math anxiety was inconclusive. The resulting recommendations are to replicate this study with a larger sample size and to investigate the effects of the Let’s Go Racing math intervention in other math courses and with younger students.
Book Synopsis Attitude Or Anxiety: Mathematics Disposition of High School Algebra I Students by : Catherine Erin Johnson
Download or read book Attitude Or Anxiety: Mathematics Disposition of High School Algebra I Students written by Catherine Erin Johnson and published by . This book was released on 2006 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was twofold: (a) to investigate the prevalence of mathematics anxiety among freshman Algebra I students in an urban, Midwestern high school, and (b) to find out if a pre-quiz and quiz intervention could reduce mathematics anxiety in one specific class. The Mathematics Anxiety Rating Scale for Adolescents (MARS-A) was the primary quantitative data collection instrument. Qualitative data were collected using the Mathematicsitude Survey, student reflections, and interviews. Findings from the MARS-A showed that 50% of students experienced a significant amount of mathematics anxiety, particularly associated with test-taking. However, there was a large amount of variation among scores. In the treatment class, a strategy of pre-quiz followed by the same or similar quiz the following day was used to build student confidence and thereby lessen anxiety. The strategy did not meet this objective as many students reported greater anxiety levels after the intervention than before. Qualitative probing did show that in some isolated cases the strategy worked very well.
Download or read book Resources in Education written by and published by . This book was released on 1984 with total page 1016 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Contributions of a Rational Emotive Behavior Intervention in Reducing High School Students' Test Anxiety by : Timothy Hesgard
Download or read book The Contributions of a Rational Emotive Behavior Intervention in Reducing High School Students' Test Anxiety written by Timothy Hesgard and published by . This book was released on 2001 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: From abstract: The purpose of this study was to investigate the effects of a ten-day training in Rational Emotive Behavior Therapy on both self-reported and physiological components of test anxiety in 32 high school students immediately prior to an actual mathematics examination. The design selected for this study was a nonrandom pretest-posttest control group. Both the control group and the experimental group completed the Test Anxiety Inventory (TAI), Life Stress Test, and a pulse measurement. Data of the repeated measures MANOVA revealed significant main effects for anxiety and no interaction effects. Paired sample t-test data between pretest and posttest TAI means for the experimental group revealed a signigicant difference and no difference for the control group. Independent sample t-tests of initial mean TAI scores yielded significantly higher initial levels of anxiety for the experimental group than those in the control group. Analysis revealed that there was no significant drop of consistency in pulse rate for either the experimental or control groups.
Book Synopsis Raising Test Scores by : Avi-Yonah M. Schwab
Download or read book Raising Test Scores written by Avi-Yonah M. Schwab and published by . This book was released on 2005 with total page 240 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Small Group Peer Remediation on Basic Algebra Test Scores of High School Geometry Students by : Beverly J. Cox
Download or read book The Effects of Small Group Peer Remediation on Basic Algebra Test Scores of High School Geometry Students written by Beverly J. Cox and published by . This book was released on 1984 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effect of a Two Semester Algebra I Class on Student Grades and Standardized Test Scores in a Four-by-four Block Schedule by : Tanya Katarina White Howell
Download or read book The Effect of a Two Semester Algebra I Class on Student Grades and Standardized Test Scores in a Four-by-four Block Schedule written by Tanya Katarina White Howell and published by . This book was released on 1999 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Relationship between Calm Concentration Training Model and Reduced Test-Anxiety and Improved Academic Test Scores in Students by : Cassandra Huff
Download or read book The Relationship between Calm Concentration Training Model and Reduced Test-Anxiety and Improved Academic Test Scores in Students written by Cassandra Huff and published by Page Publishing Inc. This book was released on 2017-08-09 with total page 170 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential research capsuled in an easy, simplified, applied methodology, within an easy-to-read book style, is shared by the author-researcher in hopes that those struggling with academic achievement issues will develop an innate desire to use the application herein outlined and thereby improve to academic achievement requirements, as well as individual academic and positive-constructive, wholesome, achievement desires.
Book Synopsis Impact of a Summer Enrichment Program on Student Achievement in Algebra by : Elizabeth Blass Hohn
Download or read book Impact of a Summer Enrichment Program on Student Achievement in Algebra written by Elizabeth Blass Hohn and published by . This book was released on 2007 with total page 158 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Study of the Effect of Two Different Classroom Procedures Upon Student Achievement, Anxiety and Attitudes of Second Year High School Algebra II/trigonometry Students by : Floyd Frank Zamboni
Download or read book A Study of the Effect of Two Different Classroom Procedures Upon Student Achievement, Anxiety and Attitudes of Second Year High School Algebra II/trigonometry Students written by Floyd Frank Zamboni and published by . This book was released on 1968 with total page 596 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Test Anxiety on the Achievement Test Scores of High School Students as Measured by the Preliminary Scholastic Assessment Test by : Maria Mazyck Brown
Download or read book The Effects of Test Anxiety on the Achievement Test Scores of High School Students as Measured by the Preliminary Scholastic Assessment Test written by Maria Mazyck Brown and published by . This book was released on 1999 with total page 144 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students by : Jessica Heppen
Download or read book Efficacy of Online Algebra I for Credit Recovery for At-Risk Ninth Grade Students written by Jessica Heppen and published by . This book was released on 2012 with total page 7 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study is an efficacy trial funded by a grant from the Institute of Education Sciences (IES) National Center for Education Research (NCER). Fifteen CPS high schools are receiving funding to implement two Algebra I credit recovery courses during the summer sessions of 2011 and 2012--one online and one face-to-face (f2f). These courses allow students to recover a 1/2 credit of Algebra I. The study is designed to address a set of research questions that address the following specific aims: (1) To test the efficacy of online Algebra I for credit recovery, compared with standard f2f Algebra I for credit recovery; (2) To determine the supporting classroom conditions under which online Algebra I for credit recovery yields higher efficacy; (3) To gauge the extent to which credit recovery can help at-risk students get back on track, relative to students who passed Algebra I in 9th grade; and (4) To gauge the effects of expanding summer credit recovery options through online courses. In this paper, the authors will focus on the impact of taking online Algebra I for credit recovery on shortterm outcomes for the first cohort of ninth-graders. These include credit attainment in the course and scores on an end-of-course algebra test and on the PLAN assessment (a standardized pre-ACT taken in fall of grade 10). Over the course of this 4-year study, we will continue to follow the first cohort of students, as well as a second cohort, through high school to examine long-term effects on future test scores, course-taking and likelihood of dropout. (Contains 1 table.).
