How could I reduce my student anxiety about evaluating mathematics by mixed-method research?

Document Type: Original Article

Authors

1 Ph.D. student, Department of Educational Administration and Planning, Faculty of Education and Psychology, Shiraz University, Shiraz, Fars, Iran

2 Master of Educational Research, Birjand Education, Birjand, South Khorasan, Iran

10.22034/ijsc.2020.213171.1024

Abstract

Objective: This research has been applied in terms of purpose and descriptive in terms of method of action research.
Method: The method of collecting information was using a new approach of combined research method. The research site was one of the elementary schools in Birjand in the academic year 2014-2015. The research sample was selected by purposeful sampling method. In this research, after proving the existence of anxiety and anxiety of the sixth-grade student in the evaluation of math lesson, using scientifically and creatively collected evidence and information, scientific and creative methods were used to reduce anxiety and anxiety. Research tools included qualitative methods such as peer evaluation, observation and interview with parents, as well as quantitative methods such as Test Anxiety Inventory (TAI) for data collection.
Results: Recommended solutions to the present study include: examining the student's nutritional status and improving it as one of the most important prerequisites for learning, examining the history of fear in math through conversation with the student and his parents focusing on the principle of succession fear, helping students to volunteer in situations The course was anxious, offering a few simple exercises to the student before the main assessment in the math bell and so on.
Conclusion: After implementation of these solutions, the student's anxiety was assessed again with the help of combined research method. The results showed that students' anxiety was reduced in math lessons.

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