Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience
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Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School ExperienceData de publicació
2020-07-29Editor
Frontiers MediaCita bibliogràfica
MOLINER MIRAVET, Lidón; ALEGRE, Francisco (2020). Peer Tutoring Effects on Students’ Mathematics Anxiety: A Middle School Experience. Frontiers in Psychology, v. 11, art. 1610Tipus de document
info:eu-repo/semantics/articleVersió de l'editorial
https://www.frontiersin.org/articles/10.3389/fpsyg.2020.01610/fullVersió
info:eu-repo/semantics/publishedVersionParaules clau / Matèries
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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 ... [+]
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. [-]
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Frontiers in Psychology (2020), v. 11Drets d'accés
info:eu-repo/semantics/openAccess
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