The goals of this study were to see if the content of mathematics as a whole (rather than specific math themes such as Algebra, 2D geometry, 3D geometry, trigonometry, complex numbers, probability, and so on) is statistically and significantly associated with student anxiety; and to look at the extent of the relationship between teacher practices, as expressed through cognitive and social interactions, and student anxiety. The gender of the students was not a factor addressed by the study, so gender differences in classes and levels of math anxiety were not tested. Furthermore, the study did not compare the impact of math anxiety on students in middle schools to students in secondary schools. grade The study used a two-phase design known as an explanatory design, which consisted of "descriptive quantitative data collection followed by a qualitative design via structured interviews to further understand and interpret the data collected from the quantitative findings." The data collection instrument was a 5-point Likert scale survey questionnaire with standardized items developed by the universities of Georgia, Southampton, New Hampshire, and Windsor Scholarship, as well as the Theo Wubbels and Jack Levy's Teacher Interaction Student Questionnaire. The descriptive and inferential statistics (the mean, standard deviation, mode, and median) as well as the Pearson's Chi-Square test were used to analyze the study's data. The researcher concluded from the study results that math content as a whole is statistically and significantly associated with students' math anxiety in the intermediate and secondary levels, indicating that the current system is ineffective. Curriculum is based on knowledge rather than proper understanding of the subject material, and the content of mathematics in various classes is crammed to the point where it may cause students daily anxiety, resulting in their math specific deficits not being properly addressed from one class to the next, and teacher practices are a major factor influencing students' math anxiety; and even though The researcher concluded that items concerning teacher practices at lower levels should be taken seriously because they may be causing students math anxiety, which will most likely follow them into later stages. Teachers should identify their teaching approaches, methods, strategies, and techniques for a successful learning environment for students at the intermediate and secondary levels, as well as in lower classes.
Author (s) DetailsDr. Sanaa Shehayeb
Faculty of Pedagogy, Lebanese International University, Lebanon.
Dr. Mohammad Anouti
Faculty of Pedagogy, Lebanese International University, Lebanon
View Book :- https://stm.bookpi.org/HMMS-V2/article/view/1348
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