Action Research - Assignment 4

SME 6044

CONTEMPORARY ISSUES IN MATHEMATICS EDUCATION

SESSION 2011/2012 SEMESTER II

ISSUE: MATHEMATICS ANXIETY

PROF DR MARZITA BINTI PUTEH

GROUP 1

CHUNG WAI CHEONG M20102001089 TEH GUAN LEONG M20112001445

WONG WAI LUN M20112001446

TABLE OF CONTENTS 1.0 INTRODUCTION 1

1.1 PROBLEM STATEMENT 2

1.2 RESEARCH OBJECTIVES 2

2.0 LITERATURE REVIEW 3

3.0 METHODOLOGY 6

3.1 RESEARCH DESIGN 6

3.2 POPULATION AND SAMPLE OF THE STUDY 6

3.3 RESEARCH INSTRUMENT 6

3.4 CONSTRUCTION OF THE INSTRUMENT 7

3.5 PROCEDURES 7

3.6 DATA ANALYSIS 7 4.0 RESULTS AND DISCUSSION 8 5.0 REFLECTION 14 REFERENCES 15 APPENDIX A – QUESTIONNAIRE 17

CONTEMPORARY ISSUE IN MATHEMATICS EDUCATION MATHEMATICS ANXIETY

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A STUDY ON IMPACT OF A FRIENDLIER AND CARING TEACHING APPROACH

IN HELPING STUDENTS TO REDUCE MATHEMATICS ANXIETY

1.0 INTRODUCTION

Teachers who care for their students are considered to be essential to a productive

learning environment for students. In the context of the classroom where people are called to

relate with each other for up to 30 hours a week, the demonstration of care impacts not only on

the environment but also the long term qualities of the students. Therefore, it is important to have

a teacher who genuinely cares about them. Indeed, (Schussler & Collins, 2006) reported that

students benefit both academically and personally when they are cared for by their teachers.

Having a teacher who genuinely cares about his/her students will help the students to develop a

positive self-concept as well as help them to be intrinsically motivated to do well in school.

There are many things the mathematics teacher can do that will provoke his students to

dislike mathematics. The teacher may be perceived as not caring about students because he is

unwilling to give extra help to students who need it. Students need to feel that they can confide

in their teacher, especially those who come from less than ideal home situations. A teacher who

is caring will provide a comfortable and ideal environment for students for learning by allowing

students to explore the possibilities of learning without being punished when they do not get the

correct answer. A caring teacher will give positive support to students without being

overbearing and authoritarian in nature.


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1.1 PROBLEM STATEMENT

We reflected on the current situation of our classrooms. We found out that our

classrooms were not what we expected it to be. We noticed that students were acting up, shutting

down, not paying attention or just doing something totally different. They would not follow our

teachings like we would have liked them to. We also noticed that they are not trying to grasp

what we were teaching. Some of them even act interested in the lessons. We related all these to

mathematics anxiety. Our students are suffering from mathematics anxiety because of the way

we teach. Issue that arises here is that all this while we were always showing our authority in

class. We tend to say “I’m the boss in the class, listen to what I teach you”. They never had a

chance to express themselves in class. Without us realizing it, our students were actually

suffering mathematics anxiety.

1.2 RESEARCH OBJECTIVES

Our main concern is to study the impact of the friendlier and caring teaching approach in

helping students to reduce mathematics anxiety.


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2.0 LITERATURE REVIEW

Modern behavioural scientists have emphasized the importance of environmental

influences in human behaviour. If the basis for behaviour development and change rests within

the environment, an understanding and use of the methods of control by change agents,

especially teachers, can result in improvement of students’ performances.

The learning of mathematics depends on the way it is presented to the learner, the way

the learner actively interacts with the learning experiences presented to him/her and the

environment within which the learning takes place.

Teachers’ caring attitude towards the teaching of mathematics plays a significant role in

shaping the attitude of students towards the learning of mathematics. Teachers’ caring attitude

towards Mathematics is a significant catalyst in bringing up the student’s achievement as well as

their attitude towards Mathematics and reducing anxiety.

From Bandura (1971) observational theory (as cited by Olatunde, 2009), demonstrated

that behaviours are acquired by watching another person (model, teacher, parent, mentor, friend,

etc) that performs the behaviour. The model displays it and the learner observes and tries to

imitate it. Teachers are, invariably, role models whose behaviours are easily copied by students.

What teachers like or dislike, appreciate and how they feel about their learning or studies could

have a significant effect on their students. Unfortunately, however, many teachers seldom realize

that how they teach, how they behave and how they interact with students can be more


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paramount than what they teach. In a nutshell, teachers’ attitudes directly affect students’

attitudes. Teachers’ attitudes are in turn, influenced by their culture and belief system. Teachers’

attitudes towards their students in school must be favourable enough to carry students along. (As

cited by Olatunde, European Journal of Social Sciences – Volume 11, Number 3 (2009) pg 365).

Chacko (1981) reported in a study of teacher and student characteristics as correlates of

learning outcomes in mathematics that teachers’ attitude towards teaching significantly predict

students’ attitude as well as achievement in Mathematics.

When teachers portray or exhibit a soft and caring side in teaching, the caring value

attached determines very significantly the effectiveness of the learning processes in any aspect of

education in particularly the topic we want to concentrate on which is Mathematics. From our

observation, teachers teach Mathematics in a way that merely requires the pupils to listen, read,

practice by drill and regurgitate. This actually depicts a negative attitude to teaching. Several

research findings have confirmed the hypothesis that teachers’ attitude affect students’

achievement in and attitudes towards the subjects.

Teachers’ caring attitude towards the teaching and learning of Mathematics plays a

significant role in shaping the attitude of students towards learning Mathematics. Ogunniyi

(1982) found that students’ positive attitude towards science could be enhanced by the following

teacher-related factors:

· Teachers’ enthusiasm,

· Teachers’ resourcefulness and helpful behaviour,


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· Teachers’ thorough knowledge of the subject-matter and their making science quite

interesting.

From the findings above, we can link the role of the teacher in educating students’

achievement is enormous. Students’ positive attitude towards Mathematics could be enhanced by

teachers’ enthusiasms, resourcefulness and helpful behaviour, teachers’ thorough knowledge of

the subject matter and their making Mathematics quite interesting.

The caring attitude of the mathematics teacher can mould the attitude of the students to

want to learn thus reducing anxiety in learning. Hence the mathematics teacher should be

psychologically prepared to teach the subject with more caring attitude.


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3.0 METHODOLOGY

3.1 RESEARCH DESIGN

The research study will examine the impact of a friendlier and caring teaching approach

in helping students to reduce mathematics anxiety. This section discusses the method used in

gathering necessary information, research instrument, procedure for the data collection and

analysis of the data collected.

3.2 POPULATION AND SAMPLE OF THE STUDY

For the purpose of this study, the population would be all the Form 4 students of SMK

Sentosa, Kampar, SMK Methodist (ACS) Kampar and SMK Malim Nawar, Malim Nawar who

enrolled for Additional Mathematics in the year 2012. One class from each school will be

sampled for this study.

3.3 RESEARCH INSTRUMENT

A technical self designed 10 items questionnaire will be used for this research work to

gather necessary information about the study. The questionnaire will be used to gather data on

the impact of a friendlier and caring teaching approach in helping students to reduce mathematics

anxiety.


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3.4 CONSTRUCTION OF THE INSTRUMENT

The questionnaire will consist of background information which is name of school. The

following part consists of questions made up of ten items of information about the different

teachers’ behaviour in class. Responses on the items are either Yes or No.

3.5 PROCEDURES

First, the students will be informed by the researchers that there will be a change in the

teaching approach by the researchers for the following weeks. Students will be given a brief

explanation on the changes in the teaching approach by the researchers. The different approach

in teaching will go on for 3 weeks. At the end of the third week, the students will be asked to fill

up the questionnaire. The results gained from the questionnaires will be analyzed to study the

impact of a friendlier and caring teaching approach in helping students to reduce mathematics

anxiety. Researchers will also interview certain students to get different feedbacks and opinions.

3.6 DATA ANALYSIS

In order to fulfil the stated goal of this study, the items were analyzed by showing

comparisons between the three schools in the form of pie charts. Apart from the statistical

analysis, feedbacks gained from the interview will be included in the analysis as a case study.


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4.0 RESULTS AND DISCUSSION SMK SENTOSA

Item 1 2 3 4 5 6 7 8 9 10 Yes 28 27 1 28 28 26 1 28 24 26 No 2 3 29 2 2 4 29 2 6 4

SMK MALIM NAWAR

1 2 3 4 5 6 7 8 9 10 Yes 26 26 5 27 26 26 3 27 26 25 No 4 4 25 3 4 4 27 3 4 5

SMK METHODIST (ACS)

1 2 3 4 5 6 7 8 9 10 Yes 27 27 3 29 27 26 5 28 29 25 No 3 3 27 1 3 4 25 2 1 5

ITEM 1

Discussion

As shown from the pie charts, majority of the students agreed that the teacher greeted them with

a smile before lessons. Usually when students see the teacher smiling, they will feel less anxious.

They will feel that the teacher is more approachable. When there is no barrier between the

teacher and students, the communication between them will get better. Hence, this helps students

to reduce mathematics anxiety.


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ITEM 2

Discussion

Based on the pie charts, majority of the students agreed that the teacher is positive towards the

students. Students feel they are valued and treasured when the teacher is positive towards them.

These positive qualities that were shown by the teacher can lead the students towards liking

mathematics. Thus, this will help to reduce mathematics anxiety among students.

ITEM 3

Discussion

As shown from the pie charts, majority of the students agreed that the teacher does not get angry

easily. When a teacher gets angry easily, students are afraid to ask questions when they do not

understand. It is always important for the teacher to control their temper and show patience.

Teachers who are patient are well acceptable by students. Thus, it helps students to reduce

mathematics anxiety.


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ITEM 4

Discussion

Based on the pie charts, majority of the students agreed that the teacher teaches all the students

equally. Students may feel abandoned when the teacher only focuses on certain students. Some

students might felt neglected and eventually they gave up on mathematics. When the teacher

teaches all students equally, then they might not felt neglected as they know that there is always

someone for them to refer to. Hence, this will reduce mathematics anxiety among students.

ITEM 5

Discussion

As shown from the pie charts, majority of the students agreed that the teacher always encourages

and motivates them. Teachers who were always encouraging and motivating students seemed to

gain the students’ attention. It showed a large positive effect on the students. When the teacher

always encourages or motivates the students, the students will tend to try out more mathematics


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questions with their own effort. When they have higher initiative, the level of mathematics

anxiety will reduce.

ITEM 6

Discussion

Based on the pie charts, majority of the students agreed that the teacher rewards or compliments

them. The teacher’s habit of rewarding or complimenting students’ achievements can remove the

barrier between the teacher and the student relationship. Students tend to feel more excited when

they get rewarded or complimented by the teacher. They feel more motivated to answer the

teachers’ questions. Hence, this will reduce mathematics anxiety among students.

ITEM 7

Discussion

Based on the pie charts, majority of the students agreed that the teacher did not use negative

criticism on them. It is undeniable that the teacher plays a very important part in creating the

feelings that students have towards mathematics. When the teacher never uses negative criticism


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on the students, the students know that even if they are unable to answer the teacher’s question

they will not be humiliated. Hence, the students will feel less anxious and nervous. This helps to

reduce mathematics anxiety among students.

ITEM 8

Discussion

Based on the pie charts, majority of the students agreed that the teacher gave them help when

they don’t understand. The students were aware that their teacher is always ready to guide them

when they encounter problems. This will act as a driving force for these students to pursue any

given tasks. Hence, this will help the students to reduce mathematics anxiety. This finding is also

enhanced by the researchers’ observations on students.

ITEM 9

Discussion

As shown from the pie charts, majority of the students agreed that the teacher takes a personal

interest in what they do outside the classroom. This helps to create a stronger bond between the


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teacher and the students. When this stronger bond exists, the interaction between the teacher and

the students improves. This will help the students to reduce mathematics anxiety.

ITEM 10

Discussion

As shown from the pie charts, majority of the students agreed that when the teacher teaches them

at their ability level, it helps to reduce mathematics anxiety. It is because when the teacher

teaches them at their ability level, they will have more confidence in learning the particular topic.

When they are more confident, their level of mathematics anxiety will reduce.


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5.0 REFLECTION

Throughout the 3 weeks of observations and findings, we found that from the three

schools located in Kinta Selatan District, (one located outskirt, one located in town, another one

located in newly developed township) there is not much difference in responses from the three

schools. When teacher implements a friendlier and caring teaching approach, it has an impact on

helping students to reduce mathematics anxiety. Perhaps we hope that other Additional

Mathematics teachers can consider applying this similar approach in their teaching as it helps

students to reduce students’ mathematics anxiety. However, we will continue with the approach

to find out whether the approach is also able to help students to achieve their desired target.

Some students need more time to adapt themselves to the changes brought by the teacher. More

time is needed to get better feedbacks on the impact of the new approach. We also noticed that

students are much closer to the teachers and they are more ready before lesson begins.


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REFERENCES

Bandura, A. (1971). Psychotherapy based upon Modelling Principles in A.E. Benguna and S.

Garfield (Eds). Handbook of Psychotherapy and Behaviour Change. An Empirical

Analysis.New York Wiley and Sons Inc.

Chacko, I. (1981). Learning outcomes in secondary schools mathematics as related to teacher

and student characteristics. Unpublished Ph.D Thesis, University of Ibadan, Ibadan.

Darrell Fisher & Tony Rickards (1998). Associations Between Teacher-Student Interpersonal

Behaviour and Student Attitude to Mathematics. Mathematics Education Research

Journal, 1998, Vol. 10, No.1, 3-15

Marilyn Curtin – Phillips (2012). The Causes and Prevention of Math Anxiety. Math Goodies –

Your Destination for Math Education. Retrieve from

http://www.mathgoodies.com/articles/math_anxiety.html

Ogunniyi, M.B. 1982: An analysis of prospective science teachers’ understanding of the nature

of science teaching. Journal of Science Teachers’ Association of Nigeria. 19(1) 25-32.

Olatunde, P (2009). Relationship between Teachers’ Attitude and Students’Academic

Achievement in Mathematics in Some Selected Senior Secondary Schools in Southwstern

NigeriaEuropean Journal of Social Sciences – Volume 11, Number 3 (2009) pg 364-369

Puteh, M. (2002). Factors Associated with Mathematics Anxiety. Penerbit UPSI

Richard M. Miler (2008). The Influence of Teachers’ Caring Behaviours On High School

Students’ Behaviour And Grades.


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Suriza van der Sandt (2007). Research Framework on Mathematics Teacher

Behaviour:Koehler and Grouws’ Framework Revisited. Eurasia Journal of Mathematics,

Science & Technology Education, 2007. 3(4), 343-350.

Wendy Kay Moran (2008). The Nature of Caring Teachers and The Factors

That Impact on Their Caring.


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APPENDIX A Name of School : __________________________________________________ In this section, there are two options :: (Agree/Disagree) Now tick appropriately (v) the option that best suit your opinions.

No

Questionnaires

Agree

Disagree

1

My teacher greet me with a smile when he enters the class

2

My teacher is positive with me

3

My teacher gets angry easily

4

My teacher teaches all the students equally

5

My teacher always encourages and motivates me

6

My teacher rewards or compliments me

7

My teacher uses negative criticism with me

8

My teacher gives me help when I don’t understand

9

My teacher takes a personal interest in what I do outside the classroom

10

My teacher teaches me at my ability level

Action Research - Assignment 4

Education

Transcript of Action Research - Assignment 4