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|a QA11.R65 2008_RokhfeldMark |2 BU-Local |
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|a Effect of tutorial programs on mathematics anxiety and mathematics attitudes in college statistics courses |h [electronic resource]. |
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|a Miami, Fla. : |b Barry University, |c 2008. |
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|a xii, 167 leaves : |b ills., charts ; |c 28 cm |
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|a Barry University Dissertations -- School of Education. |
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|a Thesis (Ph.D.)--Barry University, 2008. |
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|a Includes bibliographical references (leaves 123-142). |
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|a Copyright Mark Rokhfeld. Permission granted to Barry University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. |
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|a Purpose : Mathematics anxiety continues to be a pervasive phenomenon that seriously impedes the learning of mathematics and math-related subjects. The purpose of this study was to investigate the effect of tutorial programs on the mathematics anxiety and mathematics attitudes of students enrolled in an introductory statistics course. In addition, the aim of this research was to determine which tutorial approach (traditional, computer-based, or traditional infused with computer-based) is the most effective in decreasing mathematics anxiety and improving attitude toward statistics. Method : Research participants were student volunteers from a university in southeastern Florida. The study utilized a mixed methods approach with a sequential explanatory strategy. The study was characterized by the collection and analysis of quantitative data followed by the collection and analysis of qualitative data. The quantitative data were collected by a 30-item Mathematics Anxiety Rating Scale (MARS-S) and 36-item Survey of Attitudes Toward Statistics (SATS) and were analyzed using SPSS™ (Version 15.0) computer software. The qualitative part of the study, which consisted of a focus group interview, was designed to explore students’ perceptions about tutorial strategies that might decrease students’ fear of mathematics and improve their attitudes toward statistics. Major Findings : The statistical analysis in the quantitative part of this study demonstrated that there are no differences in mathematics anxiety and attitude among introductory statistics students who participated in the three individual tutorial programs. However, when the type of tutorial program was not considered, the study showed significant pre/post gains scores of mathematics anxiety and attitudes. Gender was shown to have no significant effect on mathematics anxiety and students’ attitudes. The analysis of qualitative data suggested that regular practice on mathematical problems, active learning, and a caring learning environment are the most important features of tutorial programs that decrease mathematics anxiety scores. In addition, participants indicated that involvement in tutorial programs changes students’ negative learning experiences, stimulates motivation, and makes learning enjoyable; thus, improving students’ attitudes toward the study of mathematics. |
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|a Electronic reproduction. |c Barry University, |d 2020. |f (Barry University Digital Collections) |n Mode of access: World Wide Web. |n System requirements: Internet connectivity; Web browser software. |
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|a Barry University Archives and Special Collections. |
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|a College students |x United States. |
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|a Education, Higher |x United States. |
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|a Barry University Digital Collections. |
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|a Theses and Dissertations. |
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|a BUDC |c Theses and Dissertations |
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|u http://sobekcmsrv.barrynet.barry.edu/AA00001758/00001 |y Click here for full text |
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|a https:/budc.barry.edu/content/AA/00/00/17/58/00001/QA11_R65 2008_RokhfeldMarkthm.jpg |
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|a Theses and Dissertations |
