THE EFFECTS OF TWO INSTRUCTIONAL INTERVENTIONS IN MATHEMATICS ANXIETY ON ACHIEVEMENT OF REMEDIAL COLLEGE STUDENTS
This study investigated the interaction between two modes of instruction--the experiencing mathematics instructional method or T(1) and the direct instruction expository method or T(2)--and two levels of mathematics anxiety--high and low--on mathematics achievement.^ The final sample consisted of 160 students enrolled in a remedial arithmetic course at the University of Turabo in Puerto Rico. The subjects were classified as high or low mathematics anxious students according to the scores obtained on the Mathematics Anxiety Rating Scale (1972). A two-way analysis of covariance with pretest in basic skills in mathematics as covariate was used to test the hypotheses of the study.^ This study sought to test the hypotheses that--there is no significant difference on achievement in mathematics between students participating in either T(1) or T(2) and that there is no significant interaction between levels of anxiety and treatment on adjusted posttest scores. The findings indicated the following: (a) there was no significant difference between the treatment groups on adjusted mathematics achievement posttest scores; (b) there was no significant difference between high and low mathematics anxious students on adjusted means of posttest scores on achievement in mathematics; nevertheless, students appeared to benefit greatly from both treatments; and (c) there was no significant interaction between treatment conditions and anxiety levels.^ It was concluded that (a) either of the two instructional interventions can be successfully employed to improve mathematics achievement of remedial college students; and (b) although the difference on adjusted posttest means was not statistically significant, the gains on mathematics achievement of both groups on posttest scores were considerable.^ It was recommended that (a) future research should examine the hypothesis that enrolling students in courses with the two instructional modes of this study will motivate students, without classification of mathematics anxiety levels, to achieve, retain, and apply mathematical concepts; and (b) further research should be conducted to investigate students' perceptions of teachers' attitudes towards teaching remedial mathematics. ^
LIPSETT, TERESA, "THE EFFECTS OF TWO INSTRUCTIONAL INTERVENTIONS IN MATHEMATICS ANXIETY ON ACHIEVEMENT OF REMEDIAL COLLEGE STUDENTS" (1986). ETD Collection for Fordham University. AAI8616825.