Affect and achievement: creating an optimal learning experience in mathematics
| dc.contributor.advisor | Navarra-Madsen, Junalyn | |
| dc.creator | Skousen, Elizabeth | |
| dc.date.accessioned | 2020-08-20T19:59:17Z | |
| dc.date.available | 2020-08-20T19:59:17Z | |
| dc.date.created | 2020-08 | |
| dc.date.issued | 7/14/2020 | |
| dc.date.submitted | 20-Aug | |
| dc.date.updated | 2020-08-20T19:59:17Z | |
| dc.description.abstract | This 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.mimetype | application/pdf | |
| dc.identifier.uri | https://hdl.handle.net/11274/12454 | |
| dc.language.iso | en | |
| dc.subject | Problem-based learning | |
| dc.subject | Problem solving | |
| dc.subject | mathematics | |
| dc.subject | achievement | |
| dc.title | Affect and achievement: creating an optimal learning experience in mathematics | |
| dc.type | Thesis | |
| dc.type.material | text | |
| thesis.degree.department | Mathematics and Computer Sciences | |
| thesis.degree.discipline | Mathematics | |
| thesis.degree.grantor | Texas Woman's University | |
| thesis.degree.level | Masters | |
| thesis.degree.name | Master of Science |
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