Innovative Classroom Strategy: Impact on Students’ Mathematics Motivation, Anxiety and Achievement in Pre-University Studies
One aspect that influences mathematics achievement is students' mathematics motivation, which is closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve stud...
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| Main Authors: | , , , , |
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| Format: | Article |
| Language: | English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://ir.unimas.my/id/eprint/36777/1/Kartini%20Abd%20Ghani.pdf http://ir.unimas.my/id/eprint/36777/ http://www.ijiet.org/show-157-1896-1.html |
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| Summary: | One aspect that influences mathematics
achievement is students' mathematics motivation, which is
closely related to their mathematics anxiety. This study aims to incorporate a classroom intervention strategy using a brain-based teaching approach (BBTA) with technological tools to improve students' mathematics performance in
pre-university studies. BBTA was used in the classroom to
increase students’ mathematics interest and minimise their
mathematics anxiety to increase mathematics performance.
Two hundred and six (206) pre-university students were
exposed to both BBTA and conventional instructions during
their Statistic lessons. Questionnaire comprises of motivation and anxiety-related questions as well as pre and post mathematics tests were administered to these students. Based on the findings, students with low anxiety appeared to have more self-confidence when studying mathematics, which
simultaneously improved their examination results. These two
elements are critical in students' learning of mathematics
because students who have low levels of anxiety and high levels of motivation in learning mathematics attain high achievement in mathematics. |
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