Mathematics ability, mathematics anxiety, and gender as related to basic mathematics skills proficiency and game performance when an externally parametered, co-instructional mathematics simulation game is used with high school remedial students.

摘要

This investigation was designed to explore the extent to which mathematics ability, mathematics anxiety, and gender can predict basic mathematics skills proficiency and simulation game performance when a co-instructional, externally parametered simulation game is used in an ninth grade remedial mathematics class. Based upon an extensive review of the mathematics literature, the study tested hypotheses concerning correlations among mathematics ability, mathematics anxiety, gender, basic mathematics skills proficiency, and simulation game performance. In addition, a hierarchical multiple regression analysis was conducted in order to examine and compare how mathematics ability, mathematics anxiety and gender contribute to game performance and basic mathematics skills proficiency.; The sample used in this study was comprised of students from 8 different high schools. Ninth graders from two large urban schools (one in New York State, one in Illinois), and six suburban schools (three in New York State, one in Ohio, on in Michigan, and one in Connecticut) who were using the instructional simulation Sound Foundations participated in this research.; At the beginning of the school year, levels of mathematics ability were ascertained by the computations subtest of the Stanford Diagnostic Mathematics Test. The Mathematics Anxiety Rating Scale for Adolescents was used to collect data on mathematics anxiety. After 75% of the program was completed, basic mathematics skills proficiency scores were collected using the Diagnostic Screening Test for Mathematics. Game performance measures as defined by the instructional simulation game used in this study were recorded as well.; Results of the data analysis indicated that there were no sex differences in game performance or basic mathematics skills proficiency. In addition, no correlations for mathematics anxiety with game performance, and mathematics anxiety with basic mathematics skills proficiency were found. Mathematics anxiety, mathematics ability, and gender did contribute more in the regression equation for basic mathematics skills proficiency than in the regression equation for game performance. This was due to the fact that mathematics ability correlated significantly (p {dollar}<{dollar}.05), though moderately, with basic mathematics skills proficiency.; Two levels of game performance were examined. Basic mathematics skills proficiency was found to be positively correlated with only one of the measures of game performance. This was due to the differences in collection, correction and recording procedures for these two measures throughout the simulation.; Based upon the findings of this study, recommendations for further research have been made concerning the way in which instructional simulation games can be used to counteract the negative effects of mathematics anxiety and sex-related differences in a remedial ninth grade mathematics class.