Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Sharma, Yogesh

doi:10.21890/ijres.47008

Cited by 4 publications

(2 citation statements)

References 35 publications

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“…The articles were mainly related to many aspects such flipped instruction (Casem, 2016), cognitive performance (Buratta 2019), working memory (Maria. et al 2016 ;Passolungli 2016), development andvalidation (Rameli& Koslin, 2017), models and MARS scales (Sharma, 2016;Escalera 2016;Puteh 2016), self-efficacy (Doruk, Ozturk & Kaplan, 2016, Buratta, 2019 and reciprocal learning (Denis & Gibert, 2018). The higher the level of mathematics anxiety the lower the performance.…”

Section: Resultsmentioning

confidence: 99%

Systematic Literature Review on Secondary School Students Mathematics Anxiety

Sangaram¹,

Maat²

2020

IJARBSS

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Mathematics is considered as a tough subject in education. Mathematics anxiety is a feeling associated with stress, anxiety when it comes to manipulating numbers and solving, problem-solving questions. These mathematics anxiety can cause one to feel powerless and unable to solve any problems involving mathematical calculation. It also causes a person to feel fear and phobias with anything related to the subject The purpose of this research was to perform a systematic analysis study based on studies concerning `Secondary School Students Mathematics Anxiety`. 27 articles were analysed to answer the questions in this systematics literature review. ERIC and Research Gate database were used in this study. This study was conducted to analysis the achievement and the factors that contributed to the anxiety. Most of the studies were carried out on secondary school students. This was also noted that the majority of studies examined were formulated according to quantitative approaches. From this study one can conclude that the qualitative studies and the mix method conclusion were lacking , this systematic review study is important for everyone, especially teachers, parents and students alike recognizing the existence of mathematical concerns in schooling and beyond devised intervention measures to help students in secondary schools.

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Section: Resultsmentioning

confidence: 99%

Systematic Literature Review on Secondary School Students Mathematics Anxiety

Sangaram¹,

Maat²

2020

IJARBSS

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“…In terms of pedagogy, situated learning engages students in experiential language learning tasks within realistic contexts and authentic settings (Felix, 2002). Sharma (2016) found a decrease in mathematics anxiety levels in the situated learning group compared to the traditional method group. Several studies (Edwards, Nash, Sacre, Courtney & Abbey, 2008;Ketelhut, Dede, Clarke, Nelson & Bowman, 2007;Kneebone, Scott, Darzi & Horrocks, 2004) revealed that situated learning could improve students' motivation and interest in learning.…”

Section: Empirical Studies On Hivr and Flsamentioning

confidence: 99%

The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach

Ding

2024

ReCALL

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High-immersion virtual reality (HiVR) attracts increasing attention among language learning researchers because of its potential to enhance language learning. Prior studies focused mainly on HiVR and linguistic knowledge acquisition, and little is known about HiVR and emotions in language learning. Foreign language speaking anxiety (FLSA) is a common emotion that inhibits language learning and use, so it is important to explore approaches to alleviate it. This study investigated the potential use of HiVR for coping with FLSA in which 140 Chinese EFL learners were randomly assigned to four groups (35 students each) with a different combination of learning environments (HiVR or classroom) and learning principles (situated learning or teacher-centred learning). Students’ pre- and post-test of FLSA levels within and among four groups were compared via t-tests and ANOVA. Participants’ descriptions of FLSA change and perceptions of the effects of HiVR on FLSA were integrated with quantitative results for analysis. The integration of analysis showed that although most students perceived HiVR as a useful tool for alleviating FLSA, it is difficult for them to apply the reduced anxiety experienced in HiVR to real-life situations. The statistical results also showed that HiVR did not influence students’ real-life FLSA significantly. Most participants reported that HiVR offered them an authentic environment and enjoyable learning activities, which engaged them in learning, but the use of avatars in HiVR sometimes created an obstacle to communication. Implications for using HiVR technology to enhance foreign language learning are provided.

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Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning

2022

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The present conceptual literature review analyzes 50 studies that systematically examined the effects of authentic learning settings on cognitive or motivational learning outcomes. The analysis focuses on describing the context of the studies, the design elements of authentic learning settings, and the pursued intentions of authenticity. The review further describes the effects of authentically designed learning settings on cognitive outcomes, motivational outcomes, and learners’ perceived authenticity revealed by previous research. Building on these findings, we conducted Epistemic Network Analysis (ENA) of contrasting cases to identify design elements and intentions of authenticity characterizing studies that show high effectiveness for cognitive and motivational outcomes versus those with low effectiveness. The ENA results suggest, for instance, that providing authentic materials (as a design element of authentic learning settings) to resemble real-life experiences (as an intention of authenticity) could be a double-edged sword, as they feature both authentically designed learning settings with low effects on cognitive outcomes and settings with high effects on motivational outcomes. Overall, the results of the present literature review point to critical limitations of previous research, such as a lack of clear definitions and operationalizations of authentic learning. Consequently, we draw specific conclusions about how future research could improve our understanding of how to create and implement powerful methods of authentic learning.

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Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective

Cited by 4 publications

References 35 publications

Systematic Literature Review on Secondary School Students Mathematics Anxiety

Systematic Literature Review on Secondary School Students Mathematics Anxiety

The impact of high-immersion virtual reality on EFL learners’ foreign language speaking anxiety: A mixed-method approach

Stirring a Secret Sauce: A Literature Review on the Conditions and Effects of Authentic Learning

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