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dc.contributor.authorLichtenheld, Krista
dc.date.accessioned2022-07-11T14:47:41Z
dc.date.available2022-07-11T14:47:41Z
dc.date.created1991
dc.date.issued1991
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12395
dc.description.abstractThe purpose of the study was an attempt to determine, by the means of a classroom experiment, the effects of different teaching methods on the math anxiety level of high school students. The two methods used were a feedback approach and a learning styles approach. The study, conducted over a twelve week period, involved students in grades 10, 11, and 12. Subjects for the feedback study included 90 students enrolled in Algebra One and Math Analysis classes. Subjects for the learning styles study included 17 students enrolled in a general math class entitled Applied Math. The feedback study included a control and experimental group. The pretest and posttest scores for math anxiety were analyzed using a t-Test. Two conclusions were made through the study. Students who were taught to their pre-determined learning preferences did significantly reduce their level of anxiety. Students with average math anxiety who did not receive written feedback showed a significant increase in their math anxiety level.en_US
dc.subjectmathen_US
dc.subjecteducationen_US
dc.subjectanxietyen_US
dc.subjecthigh schoolen_US
dc.titleThe Effects of Various Teaching Methods on the Math Anxiety Level of High School Studentsen_US
dc.typeThesisen_US


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