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ERIC Number: EJ1110268
Record Type: Journal
Publication Date: 2016
Pages: 10
Abstractor: As Provided
ISSN: EISSN-2148-9955
Alleviating Mathematics Anxiety of Elementary School Students: A Situated Perspective
Sharma, Yogesh
International Journal of Research in Education and Science, v2 n2 p509-517 Sum 2016
The present study investigates the effects of the situated learning and effortful control on mathematics anxiety of school students. Participants were 99 seventh graders who studied in two schools. Students in one of these were given instruction through the situated learning model, and the students of other school were treated as a control group. Existing instruments, namely, Mathematics Anxiety Scale by Sharma and Sansanwal (2011) and Effortful Control Scale by Lonigan and Phillips (2001) were used to measure mathematics anxiety and effortful control. Data were analyzed by using 2 × 2 factorial design analysis of covariance. Results indicated that after the experiment students who were exposed to the situated learning model had significantly less mathematics anxiety than their counterparts who were in the control group with effect size 0.35. The implications of the study are discussed.
International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 7; Junior High Schools; Middle Schools; Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: India
Identifiers - Assessments and Surveys: Mathematics Anxiety Rating Scale
Grant or Contract Numbers: N/A