Computer-Based Instruction (CBI) as a Way of Reducing Mathematics Anxiety
by Mharfe Macatiog Micaroz
An Action Research presented in partial fulfillment of the course Math 18
College of Teacher Education Um Tagum College Jan. 17, 2013
Table of Contents
Chapter 1: Introduction.......................................................................................
1
1.1 Background of the Study...................................................................
1
1.2 Locale of the Study............................................................................
3
1.3 Research Questions..........................................................................
4
1.4 Significance of the Study...................................................................
5
1.5 Limitations of the Study.....................................................................
5
Chapter 2: Review of Related Literature............................................................
6
2.1 Overview of Mathematics Anxiety.....................................................
6
2.1.1 Symptoms and Causes.......................................................
7
2.1.2 Suggested Strategies in Reducing Mathematics Anxiety....
8
2.2 Technology.......................................................................................
9
2.3 Conclusion........................................................................................
11
Chapter 3: Methodology....................................................................................
12
3.1 Research Method.............................................................................
12
3.2 Population and Sample....................................................................
13
3.3 Research Instrument........................................................................
14
3.4 Administrative Procedure.................................................................
15
3.5 Time Table........................................................................................
18
References........................................................................................................
19
Chapter I INTRODUCTION 1.1 Background of the Study Mathematics plays a vital role in people’s daily lives. The citizen of the modern world could not afford to be ignorant of Mathematics because the world is highly mathematical (Betz as cited by Salazar, 2001). Hence, effective Mathematics instruction has become the absolute necessity in all levels of education. Despite explaining the importance of Mathematics, the students of today still have that negative attitudes toward the subject (Salazar, 2001). Most students think Mathematics is a boring subject, and it is difficult to memorize and understand formulas (Scarpello, 2007). Some students who cannot appreciate the importance of Mathematics even say that learning the four fundamental operations is enough, the use of graphs and formulas have no relevance to their daily living, so there is no need for further knowing the subject (Suinn, 1998). In an international scene, particularly in America, a study was conducted by Gallup (2005) for determining the most difficult subject for American teenagers, surprisingly, Mathematics topped the list. About 29% named Mathematics generally, 6% specifically mentioned Algebra, and 2% named Geometry. Furthermore, according to the National Research Council, 75% of Americans stop studying Mathematics before they have completed the educational requirements for their career or job. With the basis from the statistics above, it is so unexpected fact that most Americans specifically teenagers find
1
Mathematics difficult, considering that America belongs to the first class countries, a highly mathematical society because of its advanced technology. In the Philippines, a High School Readiness Test was administered to all Grade 6 graduates in public elementary schools in May, 2004 showed very low scores in Mathematics test. In the National Secondary Achievement Test (NSAT) given in year 2010, students got correct answers to less than 50% of the questions in Mathematics. Based on the Trends International Mathematics and Science Survey (TIMSS), the Philippines was evaluated for the 8th Gradient in 1999. It was reported that out of the 34 participating nations, the Philippines was third from the bottom of the participating countries. The Philippines got 345 points as compared to Singapore having 604 points for Mathematics. The two lower countries were Morocco (337) and South Africa (275). Thus, we can infer that many Filipino students are having difficulties in subject Mathematics. In Tagum City, particularly at Tagum City National High school (TCNHS) a percentage of 19.63% of the students who took National Achievement Test (NAT) 2004 in Mathematics passed. Six years later, a percentage of 21.43% of the students who took NAT (2010) in the same subject passed. From the statistics above, there is only about 2% increased for six years interval. The results were very surprising, noting that TCNHS is a research-oriented public school. The low performance in Mathematics at all levels is closely related to or a product of Mathematics anxiety. Attitudes toward mathematics include student ideas relevant to their interests, their perceptions of the usefulness of mathematics, or their intrinsic
2
interests in the logic or challenge of mathematics (Richardson, 1980). Because of its wide influence, math anxiety is limiting and negatively influences students’ future career choices, particularly in science, technology, engineering, and math majors (STEM) (Scarpello, 2007). Many researchers, like, Tobias (1978), Williams (1988), Hembree (1990), Cemen (1987), Godbey (1997), Richardson and Suinn (1972), and Tapia and Moldavan (2007)
contributed
to
either
the
definition
or
measurement
instruments for
mathematics anxiety. Several classroom strategies such as incorporating games and using relaxed settings to reduce mathematics anxiety have been suggested (Hatch,
1998).
However, little has been done in the area of long-term coping
strategies. Teachers are encouraged to use several strategies, but students are at a loss for what to do when faced with mathematics anxiety independently. The focus of this study is to determine if the implementation of computer-based instruction in the classroom is a long term strategy that can effectively reduce mathematics anxiety to the students. 1.2 Locale of the Study The setting of the study is at Tagum City National High School (TCNHS). It is situated at Mangga District, Visayan Village, Tagum City. It is the biggest of the five main public high schools in Tagum City, under the jurisdiction of the DepEd Division of Tagum City. Founded on February 14, 1967, the institution started from a Barrio Charter to host secondary education for students to a highly-respected educational institution catering students from Tagum City and the province of Davao del Norte. As of 2010, there are
3
about 5026 enrolled students and 125 teaching faculties. The school uses two curricula, the RBEC (Revised Basic Education Curriculum for regular students) and the SSC (Special Science Curriculum for the advanced students), both using the zero-based grading system for each quarter. On June 2010, the school shifted academic focus to the newly-implemented 2010 Secondary Education Curriculum (2010 SEC), though the said program was implemented on SY 2011-2012. 1.3 Research Questions The main purpose of this research proposal is to determine the effectiveness of computer-based instruction in reducing mathematics anxiety of the students in Tagum City National High School. Along with the intervention planned, this research proposal will also examine the possible causes of mathematics anxiety. However, for its actualization, the following questions were proposed. 1. What are the possible instruments in measuring the levels of mathematics anxiety? 2. What is the level of mathematics anxiety of the students? 3. Is there a significant difference between the levels of mathematics anxiety when the students are grouped by gender or by year level or by curriculum? 4. What are the possible causes of mathematics anxiety? 5. How effective is the computer-based instruction in reducing math anxiety? 6. Is there a significant difference between the mean scores of the post-test of the control group taught according to the traditional method and the experimental group taught according to the computer-based math program? 4
1.4 Significance of the Study This action research proposal is highly significant because no study particularly in the effectiveness of computer technology in alleviating the mathematics anxiety of the students of Tagum City National High School in both curriculums has ever been conducted since the school became a research-oriented public school. This will also support teachers, parents, and students by increasing their knowledge of math anxiety and integrating computer technology in teaching that can both avoid and alleviate it. Thus, in general, this action research proposal will contribute to the maximum development of our society and in our present educational status.
1.5 Limitations of the Study
This study is limited only on how computer technology can help in reducing mathematics anxiety into the students. It is also worthy to become aware the possibility that the student’s unfamiliarity with technology can also generate computer anxiety. However it is not covered in this paper, and worthy to study in a later date. Finally, this action research proposal will not be taken too general as the study only focused in one setting the Tagum City National High School.
5
Chapter II REVIEW OF RELATED LITERATURE
The literature review covers the overview of math anxiety as well as the impact of technology in teaching mathematics and recent research on computer-based instruction. This relates to the purpose of the research proposal which will support teachers, parents, and students by increasing their knowledge of math anxiety and integrating computer technology in teaching that can both avoid and alleviate it.
2. 1 Overview of Mathematics Anxiety
Tobias (1978) defines mathematics anxiety as feelings of tension and anxiety that interfere with the manipulation of numbers and the solving of mathematical problems in a wide variety of ordinary life and academic situations. It occurs at different ages in different people for different reasons. It can also generate pressure to drive people to think or react in an unreasonable way or cause avoidance of math classes until the last minute.
Clawson (2006) provides evidence that those students who fall behind because of math anxiety could experience extreme difficulty in trying to catch up to their expected level of performance. He also observes that middle school and early high school students are extremely vulnerable to math anxiety: He further infers that most students have negative experiences with math between the seventh and tenth grades; some of these students
6
have developed dislike for the subject in elementary school. If students of this age can be made more aware of math anxiety and how to work with it, they might be able to bypass those negative experiences. He also stresses students with math anxiety are likely to become the adults that ‘fear and loathe’ math if there is no intervention.
2.1.1 Symptoms and Causes
Math anxiety is quite varied, in both its symptoms and some of its hypothesized causes. Often the symptoms when encountering math are physiological, such as sweaty palms, nausea, heart palpitations, a hot tingling feeling, stomach aches or stomach cramps, and/or tightening muscles (Perry, 2004). Sometimes the symptoms are more psychological, such as paralysis of thought, extreme nervousness, an inability to hear the teacher, a tendency to become upset by noises, an inability to concentrate or loss of concentration, attention to or even preoccupation with intrusive thoughts and worry, negative self-talk, and/or a general sense of uneasiness (Ashcraft & Kirk, 2001).
Several researchers point out that mathematics anxiety is related to poor performance (Furner & Duffy, 2002). Wittman et al. (2000) concluded that mathematics anxiety is caused by a failure to learn or an inadequate preparation in the mastery of fundamental skills. Dodd (2001) stated that mathematics anxiety is due to poor instructional methods which affect cognition. For example using a traditional way of teaching mathematics which focuses only in lecture and remembering of algorithms. Thus, cognitive failures
7
among the learners due to lack of foundation and/or poor instruction can lead to math anxiety.
Williams (2000), on the other hand, describes negative rooted beliefs as beginning in the teachers and the teaching of mathematics. Richardson (2000) supported this idea when he claimed that an unfortunate experience with a math teacher can cause math anxiety. Later, Swetman (2001) points out that there is a slight correlation between the 3rd and 6th graders and their teachers in mathematics anxiety levels. In a recent study by Scarpello (2007), it was revealed that parental attitudes towards mathematics also have important influences over students' math anxiety. Hence, the negative emotions held by teachers in mathematics classrooms and by parents at home can be transferred to students and thus also generate mathematics anxiety.
2.1.2 Suggested Strategies in Reducing Math anxiety
Math anxiety is a serious obstacle for many children across all grade levels. Mathanxious students learn lesser math than their low-anxious peers because they take fewer math classes and get poorer grades in the math classes they do take. Math anxiety has been studied for many years but has recently received renewed attention. Researchers believe that implementation of strategies to prevent or reduce math anxiety will improve math achievement for many students (Geist, 2010). Geist (2010) indicates that relating math to real life such as counting change and going grocery shopping can help in reducing math anxiety to the students.
Furthermore, Sun &
8
Pyzdrowski (2009) suggest that teachers must incorporate games and activities into math lessons so that students can experience math in a hands-on fashion. Using also manipulative to represent abstract ideas allows young learners to more easily understand the concepts they represent. In addition, students enjoy the change from lectures and books to hands-on learning (Plaisance, 2009).
Recent research also
shows that technology such as computers and internet is a helpful tool in reducing math anxiety (Hellum, 2010).
2.2. Technology
Worldwide, technology has already been integrated to a great extent and in a variety of mathematics courses at different levels. Many instructors from both technologically developed and underdeveloped countries have realized that technology serves as a vehicle for changing the nature of the course from one where students passively receive information to one where students actively participate in their education (Sun, Y., & Pyzdrowski, 2009). Through technology, students become active learners on their own pace, having control over their learning individuality or as a member of a group. Due to the fact that the material is presented in a more interesting and challenging way, learners are motivated (Kasli, 2002), and the students' curiosity and fantasy are triggered.
As a result, the learners feel more confident when they use interactive
software, since they have the opportunity to evaluate themselves.
9
In parallel with the technological advances; technological devices, particularly computers began to be used in educational environments to develop audiovisual materials such as animation and simulation, which resulted in the development of the computer-based instruction techniques. CBI is the use of computers in the teaching and learning activities (Brophy, 1999). CBI is more effective on less successful children. The reason for this is that the computer-based instruction enables the children to progress at their own pace and provides them with appropriate alternative ways of learning by individualizing the learning process (Senemoglu, 2003).
Brophy (1999) evaluates the types of CBI available to teachers. CBI programs typically fit into five categories: drill and practice, tutorials, instructional games, simulations, and utility programs. CBI provides drawings, graphics, animation, music and plenty materials for the students to proceed at their own pace and in line with their individual differences. Liao (2007) concludes that CBI had a positive effect on individuals by comparing 52 research studies carried out in Taiwan in his meta-analysis study. In addition, CBI also enabled the students to increase their motivation and achievements and to develop positive attitudes (Sentini, 2004). According to research studies in literature, the use of computer-based education increases students’ attitudes and achievements significantly (Brooks, 2005). There are a lot of researches in CBI. Some of these studies reveal that CBI serves to establish more effective learning situations than traditional teaching methods which involve teacher presentation, question and answer techniques, and discussions (Gance, 2002).
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2.3. Conclusion
This literature review focuses on reducing mathematics anxiety through computerbased instruction. As previously discussed, it is known that mathematics anxiety is generated by different causes. If the anxiety is caused by the failure of cognition, it means that anxiety can be reduced by improving the students' ability of cognition. If it is the teachers' and parents' anxiety that makes the students anxious, it is necessary to reduce the teachers' and parents' anxiety to prevent further negative influence.
Using technology as a tool to enhance students' learning ability can overcome the anxiety caused by the cognitive failure. In a technology-based classroom, we should be aware also that a student's unfamiliarity with technology can generate computer anxiety. The idea that unfamiliarity with technology can compound mathematics anxiety is not covered in this paper. However, it is noteworthy that this possibility does exist and the topic is worthy of study at a later date.
Computers, on the other hand, are the most productive technological resources that human achieved and using it in teaching mathematics means a lot of differences compared to traditional one (“chalk-talk instruction”).
Computers help the students
become more active rather than being passive learners. In addition, it develops confidence and independence to the students. On the side of the teacher, implementing computer-based instruction in teaching mathematics makes the classroom more interactive and cooperative.
Thus, it can help to reduce mathematics anxiety and
increase motivation and self-efficacy among the students.
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Chapter III METHODOLOGY 3.1. Research Method A quantitative approach will be followed. Quantitative research is a formal, objective, systematic process to describe and test relationships and examine cause and effect interactions among variables (Grove, 1993). The researcher chooses quantitative approach because it quantifies the data so that it can be treated statistically. Furthermore, Delan (2009) states that quantitative research is a better method than qualitative research because it is more simplified and numerical results can be easier to understand. A descriptive survey design will be also used in this study. A survey is used to collect original data for describing a population too large to observe directly (Mouton, 1996). A survey obtains information from a sample of people by means of self-report, that is, the people respond to a series of questions posed by the investigator (Hungler, 1993). In this study the information will be collected through self-administered questionnaires and will be distributed personally to the subjects by the researcher. A descriptive survey has been selected because it provides an accurate portrayal or account of the characteristics, for example behavior, opinions, abilities, beliefs, and knowledge of a particular individual, situation or group. This design has been chosen to meet the objectives of the study, namely to design an instrument in measuring the level of anxiety of the students.
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On the other hand, the researcher will administer a set of test questionnaires for the students before and after the implementation of the intervention program on the evaluation of its effectiveness. The questionnaires will be utilized by two groups: the control group (without intervention) and the experimental group (with intervention). The results will be collected and treated using appropriate statistical tools. 3.2. Population and sample The respondents of this study will be taken from Tagum City National High School (TCNHS). Currently, TCNHS has 5026 enrolled students and 125 teaching faculties. The sample of this study will only consist of 368 students. The number of sample is determined by using Slovin’s formula with 95% confidence. Slovin’s formula is used to get an appropriate number of samples taken from the population especially when the population is too large to study (Stephens, 1994). The researcher will make use of stratified sampling to select 368 students. Stratified sampling is constructed by classifying the population in sub-populations or strata, base on
some
well-known
characteristics
of
the
population
(Retrieved
from
http://www.statistics.com). The researcher chooses stratified sampling because it can provide greater precision than a simple random sample of the same size (Ashley, 2002). The researcher will get 184 students from Revised Basic Education Curriculum (RBEC) and another 184 students from Special Science Curriculum (SSC). Out from 184 students in each curriculum, 46 students will be selected randomly from every year level.
The researcher will divide the selected students per year level by two
representing for the experimental and control group respectively, so that for each group
13
there will be 23 students evenly distributed comprising both male and female students. Each group will be administered by identified mathematics teacher for the duration of the intervention program. The selected mathematics teachers will be chosen by the principal of the school. 3.3. Research Instrument The research instrument will be used for this study in determining the level of mathematics anxiety of the students is a questionnaire consisting of four sections. In section A, the participants will be required to complete their personal profiles that include their name, age and other necessary data. In section B and C, a 5-point Likert scale will be used to assess the participants’ degree of agreement with teaching activities
that
cause
mathematics anxiety.
mathematics In
section
anxiety D,
the
and items
learning activities that reduce will be
adapted
from
the
Mathematics Anxiety Rating Scale (MARS). Richardson and Suinn introduced the MARS and has been a major scale used for research and clinical studies since 1972 (Winston, 2003). Elevated scores on the MARS test translate to high mathematics anxiety (Richardson, 1972). The 15 items in this section will be composed of items on mathematics related tasks and students will be required to rate their levels of fear and awareness with the tasks. The participants will be rated their levels of anxiety accordingly using the dimensions of “not at all”, “a little”, “a fair amount”, “much”, or “very much”. Students will be expected to complete the questionnaires in 30 minutes. On the other hand, the pre-test and post-test that will be administered to the students at the beginning and the end of the intervention program are the same type of researcher-
14
made questionnaire. It is a one-hour 60-item multiple-choice type of test that comprises basic and practical mathematics. The test will include the following topics: business mathematics, number operations (integers and fractions), algebra operations, and plane and solid geometry. 3.4. Administrative Procedure Firstly, the researcher will obtain approval from the faculty to administer the questionnaires to the identified students. Then with the permission of the lecturer, the researcher will enter the class and administer the questionnaires to the students. The researcher will explain the purposes of the study and ensure the confidentiality of the responses. Then the researcher will conduct a briefing to the students on how to answer the questionnaires and assist them if they have problems in understanding the questions. Discussions between students will be discouraged. Students will be expected to complete the questionnaires in 30 minutes. In the intervention part, the researcher will seek an approval first from the principal to conduct a 3-day seminar for the selected teachers and will ask permission to conduct an experimental instruction to the identified students for two grading periods.
The
seminar will tackle the issues concerning Information and Technology (IT) Advancement on Education and Computer-Based Instruction. The researcher will invite IT experts and some experienced educators to train the chosen teachers. The researcher will also help facilitate the seminar by explaining to the teachers the importance and the purposes of the study. The researcher will send a letter to the Local Government Units
15
(LGU) and Local Government Officials (LGO) to ask for assistance in providing the necessary equipments and materials (lcd projectors, laptops). After the seminar, the pre-test questionnaires will be administered by the teacher to the students. The students will answer the questionnaire in one hour and strict test rules will be followed by them. The answers to the test will be encoded ready for data processing; the Microsoft Excel will be used. The scores will be gathered and recorded for data analysis. The selected students will be divided into two: experimental group (with intervention) and control group (without intervention). The experimental group will experience CBI and full utilization of computers in every math discussion but prior to that the teacher will discuss first the basic computer operations to the students for 3 days. The teachers for this group will be required to incorporate educational computer games, PowerPoint presentations and drills to teaching mathematics. On the other group, the student will experience a traditional classroom setting. The teachers for this group will be allowed to use any teaching methods and strategies but with the absence of IT support. The whole duration for this setting is 2 grading period or roughly equivalent to five months. After five months, the teacher will administer to the students of both groups a post-test; the same test given in the pre-test.
The result of this test will be gathered and
compared to the pre-test and will be correlated to the result of the survey-questionnaire took by the students.
All the data collected will be treated statistically and will be
reported to the faculty the result of the study as soon as data analysis will be
16
accomplished. After that, the classes will be resuming back to its original and normal setting.
17
3.5. Time Table
Year/Activity
Jan- Feb
March-April
May-June
July-Aug
Sept-Oct
Nov-Dec
Proposal Ethics Contact Doc. collection Administrative Procedure
Analysis & Interpretation Lit review Writing
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References Ashcraft, M.H. & Kirk, E.P. (2001).The Relationships Among Working Memory, Math Anxiety, and Performance. Journal of Experimental Psychology, 130, 224-237. Brooks, D. N. (2005).Are we there yet?: Mapping skills Computer Aided Instruction. Retrieved from http://www.faqs.org/periodicals/201003/2011820081.html. Brophy, A. K. (1999). Is computer assisted instruction effective in the mathematics classroom?. Retrieved from http://www.faqs.org/periodicals/201003/2011820081.htm. Clawson, D. (2006). Acknowledging Math Anxiety: Techniques for Teachers, Parents, and Students. Retrieved from http://teachers.sduhsd.net/jastorino/thesis.htm. Dodd, A. (1992). Insights from a math phobic.Mathematics Teacher, 85, 296-298. Furner, J.M. & Duffy, M.L. (2002).Equity for All Students in the New Millennium: Disabling Math Anxiety. Intervention in School and Clinic, 38, 67-74. Gance, S. (2002).Are constructivism and computer-based learning environments incompatible?.Journal of the Association for History and Computing, 5 (1), K-12. Geist, E. (2010). The Anti-Anxiety Curriculum: Combating Math Anxiety in the Classroom.Journal of Instructional Psychology, 37(1).Retrieved from http://www.faqs.org/periodicals/201003/2011820081.html. Grove, M. (1993). Basic Statistics. WA. Retrieved from
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http://archives.evergreen.edu/masterstheses/Accession89- 10MIT/HellumAlexander_AMIT2010.pdf. Hellum, A. (2010). Effective Teaching Strategies for Alleviating Math Anxiety and Increasing Self-Efficacy in Secondary Students.Master’s Thesis, The Evergreen State College,Olympia, WA. Retrieved from http://archives.evergreen.edu/masterstheses/Accession89- 10MIT/HellumAlexander_AMIT2010.pdf. Kasli, A. F. (2000). Fundamentals of computer aided education. İzmir: E.U. Faculty of Education. Liao, Y. C. (2007). Effects of computer-based instruction on students’ achievements in Taiwan: A meta-analysis. Computer and Education, 48, 216-233 Perina, K. (2002). Coping with Math Anxiety. Retrieved from http://digitalcommons.liberty.edu/cgi/viewcontent.cgi?article=1263. Perry, A.B. (2004). Decreasing Math Anxiety in College Students. College Student Journal, 38, 321-325. Plaisance, D.V. (2009). A Teacher’s Quick Guide to Understanding Mathematics Anxiety.Louisiana Association of Teachers of Mathematics Journal, 6(1).Retrieved from http://www.lamath.org/journal/vol6no1/anxiety_guide.pdf. Richardson, F. C., &Suinn, R. M. (2000).The mathematics anxiety rating scale: Psychometric data.Journal of Counseling Psychology, 19(6), 551-554. 20
Scarpello, G. (2007). Helpingstudents get past math anxiety. Techniques: Connecting Education and Careers, 82(6). Senemoglu, N. (2003). Development learning and teaching. Ankara: Gazi Publishing Senteni, A. (2004). Mathematics and computer-aided learning.Academic Exchange Quarterl, 22 Stephens, A. G. (1994). Fundamentals of Statistical Research. NJ: E.U. Faculty of Education. Sun, Y., &Pyzdrowski, L. (2009).Using Technology as a Tool to Reduce Mathematics Anxiety.The Journal of Human Resource and Adult Learning, 5(2), 38-44. Swetman, D. L. (2001). Fourth-grade math: The beginning of the end?.Reading Improvement. 31, 173-176. Tobias, S. (1978). Overcoming Math Anxiety. USA: Norton paperback. Williams, V. W. (2000). Answers to questions about math anxiety.School Science and Mathematics, 88, 95-102. Wittman, T. K., Marcinkiewicz, H. R., &Hamodey-Donglas, S. (1998). Reducing mathematics anxiety in elementary school children.(ERIC Document Reproduction Service No. ED 423 869)
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