Instruction through the situated learning model significantly reduces mathematics anxiety of seventh-grade students compared with traditional teaching¶
Claim · All claims
Evidence · 1 study · causalr2·q2·i2medium
Currency · newest study 2016 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i2 After a 25-day treatment, seventh graders taught with the situated learning model had significantly lower mathematics anxiety than controls taught by traditional method, with eta for treatment of .35 (medium to large). → Sharma 2016
Evidence¶
Sharma 2016¶
Sharma, Y. (2016). Alleviating mathematics anxiety of elementary school students: A situated perspective. International Journal of Research in Education and Science (IJRES), 2(2), 509-517. https://eric.ed.gov/?id=EJ1110268
q2 · i2 · causal · r2
Non-equivalent control group quasi-experiment with 99 seventh graders (49 experimental, 50 control) in two purposively selected schools; 2×2 ANCOVA on mathematics anxiety scores with pre-mathematics anxiety as covariate. The article prints F (1, 94) = 49.853, p<0.01, and the printed effect size eta for treatment was .35, which the article calls medium to large. Adjusted means were 68.98 (situated) vs 78.21 (traditional).
"From Table 2, it can be seen that F (1, 94) = 49.853, p<0.01 is significant. Eta for treatment was .35, which, according to Cohen (1988) is medium to large effect."
Discussion¶
Learner Variables¶
- Academic Anxiety — outcome: instruction changes it
Related Claims¶
- Effortful control shows no significant relationship with mathematics anxiety in grade VII students — related
- No interaction between treatment and effortful control on mathematics anxiety — related
- Eighth-standard students taught mathematics through cooperative learning achieved higher gain scores than control-group students taught by lecture method — related
- Experiential learning-based Mathematics teaching material improves fifth-graders' Mathematics cognitive ability more than conventional teaching material — related
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