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http://prr.hec.gov.pk/jspui/handle/123456789/20149
Title: | Effect of Assessment Strategies on Anxiety and Performance of Grade VII Mathematics Students: An Experimental Study |
Authors: | Naseem, Afshan |
Keywords: | Social Sciences Education |
Issue Date: | 2021 |
Publisher: | University of the Punjab , Lahore |
Abstract: | In today’s educational system, students of all levels of education experience mathematics anxiety. Researches showed that students with mathematics anxiety have poor attitudes towards mathematics and perform below in the class assessments. The purpose of this experimental study was to investigate the effect of assessment strategies on anxiety levels of grade VII students and their performance in mathematics. ABA single-subject design selected for the current study. Through convenient sampling, a public sector high-level school was chosen. One intact-group of 41 students was randomly assigned out of three groups. During the intervention phase, the treatment was provided in the form of different assessment strategies to the selected participants. The researcher developed two instruments, i.e., Afshan Mathematics Anxiety Scale (AfMAS), and Mathematics Performance Test. The validity and reliability of the instruments were ensured by piloting. A pilot study to measure the construct validity of the AfMAS was conducted on a group of 280 students; factor analysis was applied; Cronbach alpha reliability was estimated. The other group of grade VII of 40 students was selected for the piloting of mathematics performance test to find out that the statements were clear and not misleading. Experts’ opinion was sorted, Table of Specification was developed to maintain the validity of the tests, item analysis was applied to ensure the quality of the test items, and KR 20 value was measured for internal consistency reliability. Collected data was analyzed through repeated measures ANOVA. The result indicated a significant decrease in anxiety of mathematics students when used assessment strategies. Further, effect of assessment strategies also showed an increase in performance in mathematics. Student-generated questions strategy was found the most effective strategy in reducing mathematics anxiety. Students showed the highest performance iii during peer assessment strategy. This study may be helpful for the students, mathematics practitioners and policymakers for educational programs. The findings will also contribute to developing useful and exciting teaching assessment strategies for reducing mathematics anxiety and an increase in student performance. Keywords: assessment strategies; class assessment; mathematics anxiety; mathematics performance |
Gov't Doc #: | 25589 |
URI: | http://prr.hec.gov.pk/jspui/handle/123456789/20149 |
Appears in Collections: | PhD Thesis of All Public / Private Sector Universities / DAIs. |
Files in This Item:
File | Description | Size | Format | |
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Afshan naseem education 2021 uop lhr.pdf 18.3.22.pdf | phd.Thesis | 4.41 MB | Adobe PDF | View/Open |
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