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dc.contributor.advisorNavarra-Madsen, Junalyn
dc.creatorSkousen, Elizabeth
dc.date.accessioned2020-08-20T19:59:17Z
dc.date.available2020-08-20T19:59:17Z
dc.date.created2020-08
dc.date.issued2020-07-14
dc.date.submittedAugust 2020
dc.identifier.urihttps://hdl.handle.net/11274/12454
dc.description.abstractThis paper is an analysis of cross-curricular studies about motivation, affect, and engagement in a classroom setting. We further determine appropriate tools for measuring student engagement and affect. Student self-efficacy is a determining factor in motivation and engagement in the classroom. Three instructional methods are of particular interest in increasing student engagement and motivation: problem-based learning, mastery learning, and student self-assessment. We consider each of these instructional methods in turn as ways to enhance student self-efficacy and positive affect and conduct a statistical analysis on the correlations between these measures. Problem-based learning, mastery learning, and student self-assessment are positively correlated with student affect, motivation, and engagement, which contribute to student achievement and future learning of mathematics.
dc.format.mimetypeapplication/pdf
dc.language.isoen
dc.subjectProblem-based learning
dc.subjectProblem solving
dc.subjectmathematics
dc.subjectachievement
dc.titleAffect and achievement: creating an optimal learning experience in mathematics
dc.typeThesis
dc.date.updated2020-08-20T19:59:17Z
thesis.degree.departmentMathematics and Computer Sciences
thesis.degree.disciplineMathematics
thesis.degree.grantorTexas Woman's University
thesis.degree.levelMasters
thesis.degree.nameMaster of Science
dc.type.materialtext


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