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Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience
In this research the effects of reciprocal peer tutoring on students’ mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were f...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Frontiers Media S.A.
2020
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Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7403438/ https://www.ncbi.nlm.nih.gov/pubmed/32848996 http://dx.doi.org/10.3389/fpsyg.2020.01610 |
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author | Moliner, Lidón Alegre, Francisco |
author_facet | Moliner, Lidón Alegre, Francisco |
author_sort | Moliner, Lidón |
collection | PubMed |
description | In this research the effects of reciprocal peer tutoring on students’ mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge’s g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge’s g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students’ mathematics anxiety, regardless of their gender or grade. |
format | Online Article Text |
id | pubmed-7403438 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-74034382020-08-25 Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience Moliner, Lidón Alegre, Francisco Front Psychol Psychology In this research the effects of reciprocal peer tutoring on students’ mathematics anxiety levels were examined. A pretest posttest with control group design was used at a public middle school in Spain. A total of 420 students in 7th, 8th, and 9th grades participated in the study, of which 215 were female and 205 were male. Students were randomly assigned and equally distributed by course grade (140 in each course grade) and experimental condition (210 in the experimental group and 210 in the control group). Quantitative data were gathered using the Mathematics Anxiety Scale developed by Chiu and Henry (1990). Qualitative information was gathered during eight focus group sessions that were held with students. Two main factors were analyzed using the quantitative and qualitative information: mathematics learning anxiety and mathematics evaluation anxiety. Results were analyzed by gender and course grade. Statistically significant improvements were reported for both male and female students in the experimental group and for each course grade for both factors. No statistically significant differences were reported for students in the control group in any case. A moderate effect size was reported for mathematics evaluation anxiety (Hedge’s g = 0.42), and a large effect size was reported for mathematics learning anxiety (Hedge’s g = 0.84). Information obtained from the focus groups was consistent with the reported quantitative results. The main conclusion is that peer tutoring may be very beneficial for reducing middle school students’ mathematics anxiety, regardless of their gender or grade. Frontiers Media S.A. 2020-07-29 /pmc/articles/PMC7403438/ /pubmed/32848996 http://dx.doi.org/10.3389/fpsyg.2020.01610 Text en Copyright © 2020 Moliner and Alegre. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Psychology Moliner, Lidón Alegre, Francisco Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title | Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title_full | Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title_fullStr | Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title_full_unstemmed | Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title_short | Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience |
title_sort | peer tutoring effects on students’ mathematics anxiety: a middle school experience |
topic | Psychology |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7403438/ https://www.ncbi.nlm.nih.gov/pubmed/32848996 http://dx.doi.org/10.3389/fpsyg.2020.01610 |
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