Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement
Document Type
Article
Publication Date
1-15-2023
School
Education
Abstract
The findings presented herein report the results of the qualitative portion of a sequential, convergent mixed methods study that focused on the effects of two instructional methods, Direct Instruction (DI) and Inquiry-based Learning (IBL), on pre-service teachers’ achievement and self-reported mathematics-related anxiety over the course of a semester. These qualitative findings are intended to add contextualization to the previously reported findings of the quasi-experimental phase of the investigation which found no statistically significant difference between groups in content mastery but found a statistically significant difference over the course of the semester in self-reported levels of mathematics-related anxiety between students who experienced the two different instructional methods. Implications are discussed.
Publication Title
Journal of Research in Science, Mathematics and Technology Education
Volume
6
Issue
1
First Page
5
Last Page
19
Recommended Citation
Lipscomb, T. J.,
Lorenzen, J. K.
(2023). Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement. Journal of Research in Science, Mathematics and Technology Education, 6(1), 5-19.
Available at: https://aquila.usm.edu/fac_pubs/21769