The effects of anxiety reduction and study skills techniques on achievement and anxiety level of students enrolled in a basic algebra course at a small, private college
Marywood University, Scranton, PA, PhD Thesis, (1999)Abstract
The purpose of this study was to determine whether use of anxiety reduction and math study skills techniques incorporated in a Basic Algebra course would lower college students' math anxiety and increase achievement. The study consisted of college students (N = 94) enrolled in four sections of Basic Algebra at Keystone College. Two professors each taught one control group and one treatment group. The treatment groups used anxiety reduction and math study skills techniques such as collaborative learning, journal writing, addressing anxiety, and test-taking skills, while the control group was taught without these techniques. The same amount of math content was covered in all sections. Achievement was measured by placement and post test scores on the College Board's Computerized Placement Test (ACCUPLACER) and anxiety was measured by the Math Anxiety Rating Survey (MARS), a self-reported Likert-type instrument. Results of the study indicated a significant reduction in anxiety and increase in achievement for the treatment groups. Additional analysis indicated a significant difference in anxiety between one of the instructor's treatment and control groups and a significant difference in anxiety between the two instructors' treatment groups. No significant difference in gender was indicated for anxiety or achievement.