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http://dx.doi.org/10.14400/JDC.2021.19.3.099

Effect of teaching on reducing mathematics anxiety in university statistics class  

Lee, Young Lim (Dept. of Psychology & Psychotherapy, Dankook Univ.)
Publication Information
Journal of Digital Convergence / v.19, no.3, 2021 , pp. 99-108 More about this Journal
Abstract
The benefits of teaching learning materials to others have been shown on learning achievement. Anxiety is one of the obstacles in learning and it has been shown that math anxiety is strongly associated with math achievement. Thus, the aim of this study was to investigate whether teaching others benefits math anxiety when university students learn statistics. 59 students who enrolled in statistics class participated and 30 students performed group assignment of teaching peer in a group and 29 students did not. Other than group assignments, the instructor, lectures, assignment of solving the problems, and exams were all the same. The results showed that the math anxiety of students who did group assignments of teaching was decreased at the end the semester. Increased math anxiety yielded negative attitudes toward learning statistics, resulting in poor learning performance. Furthermore, the relationship between math anxiety and the attitudes toward leaning statistics was moderated by teaching others. The results suggest that teaching others has an effect on reducing math anxiety and thus, possibly yield persistent learning gains.
Keywords
Teaching effect; Math anxiety; Statistics; Learning achievement; Learning method; Convergence;
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