Impact of Lesson Study on Mathematics Anxiety and Mathematics Achievement of Malaysian Foundation Programme Students

Autor/inn/en	Gholami, Hosseinali; Ayub, Ahmad Fauzi Mohd; Yunus, Aida Suraya Md; Kamarudin, Nurzatulshima
Titel	Impact of Lesson Study on Mathematics Anxiety and Mathematics Achievement of Malaysian Foundation Programme Students
Quelle	In: International Journal of Evaluation and Research in Education, 10 (2021) 3, S.912-920 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2252-8822
Schlagwörter	Correlation; Mathematics Achievement; Mathematics Anxiety; Lesson Plans; Undergraduate Students; Comparative Analysis; Rating Scales; Problem Solving; Mathematics Skills; Mathematics Instruction; Scores; Student Centered Learning; Teaching Methods; Foreign Countries; Malaysia; Mathematics Anxiety Rating Scale + Suchen Sie Ihr Suchwort? Korrelation; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesson planning; Unterrichtsplanung; Rating-Skala; Problemlösen; Mathematics ability; Mathematics lessons; Mathematikunterricht; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Teaching method; Lehrmethode; Unterrichtsmethode; Ausland
Abstract	Based on many researches, there is negative relationship between mathematics anxiety and achievement. However, there is no study about mathematics anxiety and achievement in Malaysian foundation centers. This research studied the impact of Lesson Study (LS) on mathematics anxiety and achievement of students in a Malaysian university. A total of eight lecturers were involved in planning the LS which was experimented on 44 students as experimental group, while 42 others were in the control group. In the experimental group, students solved problems individually and in teams in a student-centered approach. For the control group, students were taught using the conventional method. Mathematics anxiety was measured using the Mathematics Anxiety Scale-Revised (MAS-R). A mathematics test was used to measure the students' ability in problem solving. The data was analyzed using t-test, ANOVA and MANOVA. The results showed that there is a significant difference between the means of the experimental and control groups in mathematics anxiety and achievement scores. However, there is no statistically significant interaction between the effects of educational method and gender on both mathematics anxiety and achievement. LS was found to be a suitable method to increasing the student's ability in problem solving and reducing their anxiety. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01