Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement
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-repo...
| Main Authors: | , |
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| Format: | Article |
| Language: | English |
| Published: |
Eastern Mennonite University
2023-01-01
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| Series: | Journal of Research in Science, Mathematics and Technology Education |
| Subjects: | |
| Online Access: | https://jrsmte.com/download/contextualization-of-the-relationship-of-instructional-strategies-to-preservice-teachers-math-12794.pdf |
| _version_ | 1797349057485602816 |
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| author | Thomas J. Lipscomb Janelle K. Lorenzen |
| author_facet | Thomas J. Lipscomb Janelle K. Lorenzen |
| author_sort | Thomas J. Lipscomb |
| collection | DOAJ |
| description | 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. |
| first_indexed | 2024-03-08T12:24:41Z |
| format | Article |
| id | doaj.art-dfafcd2ec8cd4802887be151f55af07c |
| institution | Directory Open Access Journal |
| issn | 2577-6789 |
| language | English |
| last_indexed | 2024-03-08T12:24:41Z |
| publishDate | 2023-01-01 |
| publisher | Eastern Mennonite University |
| record_format | Article |
| series | Journal of Research in Science, Mathematics and Technology Education |
| spelling | doaj.art-dfafcd2ec8cd4802887be151f55af07c2024-01-22T10:53:40ZengEastern Mennonite UniversityJournal of Research in Science, Mathematics and Technology Education2577-67892023-01-016151910.31756/jrsmte.612Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and AchievementThomas J. Lipscomb0Janelle K. Lorenzen1The University of Southern MississippiThe University of Southern MississippiAbstract: 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.https://jrsmte.com/download/contextualization-of-the-relationship-of-instructional-strategies-to-preservice-teachers-math-12794.pdf: Mathematics AnxietyMathematics AchievementMathematics InstructionInquiry-based Learning |
| spellingShingle | Thomas J. Lipscomb Janelle K. Lorenzen Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement Journal of Research in Science, Mathematics and Technology Education : Mathematics Anxiety Mathematics Achievement Mathematics Instruction Inquiry-based Learning |
| title | Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement |
| title_full | Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement |
| title_fullStr | Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement |
| title_full_unstemmed | Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement |
| title_short | Contextualization of the Relationship of Instructional Strategies to Preservice Teachers’ Math Anxiety and Achievement |
| title_sort | contextualization of the relationship of instructional strategies to preservice teachers math anxiety and achievement |
| topic | : Mathematics Anxiety Mathematics Achievement Mathematics Instruction Inquiry-based Learning |
| url | https://jrsmte.com/download/contextualization-of-the-relationship-of-instructional-strategies-to-preservice-teachers-math-12794.pdf |
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