Dissertation
THE EFFECT OF AN INTERVENTION ON MATH ANXIETY, MATH SELFEFFICACY, AND CBASE MATH SCORES AMONG PRESERVICE TEACHERS
(2015)
Abstract
In 2002, the No Child Left Behind Act initiated a new accountability system. As a result, colleges and universities implemented measures to ensure pre-service teachers were passing all required licensure tests. Educators have observed more preservice teacherswith low mathematics self-efficacy and high levels of mathematics anxiety. Thisquantitative quasi-experimental study examined the effect of an intervention on mathanxiety, math self-efficacy, and College Basic Academic Subjects Examinations (CBASE)math scores for undergraduate elementary and special education preservice teachers. Thisstudy used the Mathematics Self-Efficacy Scale (MSES), Mathematics Anxiety Scale-Revised (MAS-R), and the math portion of the CBASE test. A multivariate analysis ofcovariance was selected to examine whether an intervention had an effect on MSES,MAS-R, and math CBASE scores. The results showed that there was no statistical difference between the two groups. A separate analysis of variance showed that there wasa statistical difference in CBASE math adjusted mean scores of undergraduate preserviceteachers who participated in the intervention (higher scores) as opposed to those who did not.
Disciplines
Publication Date
Fall December, 2015
Degree
Doctor of Philosophy
Field of study
Higher Education
Department
Education
Citation Information
Esther Alcindor. "THE EFFECT OF AN INTERVENTION ON MATH ANXIETY, MATH SELFEFFICACY, AND CBASE MATH SCORES AMONG PRESERVICE TEACHERS" (2015) Available at: http://works.bepress.com/esther_alcindor/15/