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ERIC Number: ED300232
Record Type: RIE
Publication Date: 1988
Pages: 17
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Effects of Two Instructional Interventions in Mathematics Anxiety on Achievement of Remedial College Students.
Lipsett, Teresa; And Others
This study investigated the effects of two modes of instruction; the experiencing mathematics instructional method, and the direct instruction expository method, and two levels of mathematics anxiety, high and low, on mathematics achievement. The final sample consisted of 160 students enrolled in a remedial arithmetic course in a four-year college in Puerto Rico. A two-way analysis of covariance with pretest in basic skills in mathematics as covariate was used to test the hypothesis that different instructional interventions reduce mathematics anxiety and increase mathematics achievement. It was concluded that: (1) either of the two instructional interventions can be successfully employed to improve mathematics achievement of remedial college students; and (2) although the difference in adjusted posttest means was not statistically significant, the gains in mathematics achievement of both groups on posttest scores were considerable. (Author)
Publication Type: Reports - Research
Education Level: N/A
Audience: Researchers; Teachers; Practitioners
Language: English
Sponsor: N/A
Authoring Institution: N/A