Quantitative data
For this study quantitative data was easy to gather, sort and analyze using the statistical tools in Excel. I first surveyed my students using the modified MARS (Math Anxiety Rating Scale) that was created based on the functions of my classroom. This established a baseline entry for my student’s math anxiety levels and also established the x coordinate in my statistical model. My student’s critical thinking score, an average of all of their quiz and test (referenced as assessments in my paper) scores up to this point, was used at the y coordinate in the statistical model. After entering the data it was easy for me to create a scatter plot, calculate the R squared value and determine the correlation coefficient. As predicated all of my Math 1 sections demonstrated a negative correlation between the data. This negative correlation indicates that as Math anxiety rises, performance on assessment decreases and could indicate that math anxiety prevents students from being successful in math courses. Qualitative data For qualitative data I will be using a survey to determine which teaching strategies my students found most effective in addressing and reducing their math anxiety. I feel that student feedback is most important in this instance because it will indicate which strategies students identify as being effective for their specific learning needs. I will of course reevaluate their math anxiety after certain strategies are used in the classroom to ensure that there is, in fact, a reduction in the overall level of math anxiety in my classes. Based on student feedback on reduced math anxiety scores I will be able to rank the most effective teaching strategies for reducing math anxiety in students.
6 Comments
Catalina J Goldstein
11/10/2018 01:03:21 pm
I can't believe a math anxiety rating system already exists. That's so cool!
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11/10/2018 01:30:05 pm
Such an interesting study Brandon! Good luck with the analysis. You are so right when you point out student feedback is really important. As educators we need to know what is or isn't working for our students. Initially I was just going to analyze quantitative data, but then too decided to do a survey to get the qualitative data as well.
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Caitlin Mitchell
11/10/2018 06:32:02 pm
Just out of curiosity...are you gathering data on your whole class or just a focus group?
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Brandon DeJesus
11/13/2018 10:33:43 am
Thanks for the comment! I am collecting data on all of my students across 4 periods of Math 1. An affect size calculator might come in handy for the next part of my study! I will connect with you so that we can discuss using this tool.
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Julie
11/10/2018 10:59:47 pm
Brandon your study is very well thought out I can tell this is a topic you have been thinking about for sometime. I am wondering how many classes data will you be using ? What type of data do you have so far ?
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Brandon DeJesus
11/13/2018 10:35:26 am
Thank you for the comment! I will be collecting data for 4 Math classes. So far I have collected their math anxiety ratings and have an average for each students performance on assessments up to this date. Going forward I will be reassessing anxiety levels and looking at more specific assessments.
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