The effects of gender and teaching method on secondary students' mathematics anxiety.

摘要

The purpose of this quantitative action research project was to determine if cooperative learning impacted mathematics anxiety in secondary students compared to direct instruction. This study was based on the concept that mathematics anxiety is an emotional response to the subject and can be reversed. Gender differences were also analyzed. The research question involved understanding the impact type of instruction has on mathematics anxiety. Three hypotheses were constructed involving differences among teaching methods, the effects of gender on mathematics anxiety, and the interaction among teaching method and gender. Participants included high school students enrolled in high school mathematics courses. Most students were from families of lower socioeconomic status and lived in a small, rural community in a southeastern U.S. state. The Mathematics Anxiety Rating Scale was used to assess the dependent variable. Data received from the Mathematics Anxiety Rating Scale were analyzed by an Analysis of Covariance (ANCOVA). Results indicated that teaching method had an impact on mathematics anxiety in that students taught with direct instruction experienced lowered levels of anxiety. Gender did not exert a statistically significant influence on mathematics anxiety, nor did the interaction among teaching method and gender. This study was socially significant because it provided statistical data in the field of mathematics anxiety and showed that direct instruction helped these students lower their anxiety. Understanding the effects of anxiety ad helping students to reduce levels of mathematics anxiety could result in improvements in mathematics achievement. This may lead to increase scores on standardized tests, which could lead to improved graduation rates.