{"id":{"repo_id":"mississippi","oai_identifier":"oai:egrove.olemiss.edu:etd-1959"},"canonical_url":"https://search.dev.ndltd.org/etd/mississippi/oai:egrove.olemiss.edu:etd-1959","repository":{"repo_id":"mississippi","name":"University of Mississippi","base_url":"https://egrove.olemiss.edu/do/oai/"},"display":{"title":"Advancement Of Understanding In Physical Science And Reduction Of Mathematical Anxiety Through The Use Of Supplemental Mathematics Material","abstract":"The purpose of this study was to determine if supplementary mathematics materials (created to be complementary to a physical science course) could provide a significant change in the attitudes and performance of the students involved. The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups.","abstract_html":"The purpose of this study was to determine if supplementary mathematics materials (created to be complementary to a physical science course) could provide a significant change in the attitudes and performance of the students involved. The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups.","abstract_has_math":false,"creators":["Roberson, James Chadwick"],"institution":null,"degree_name":"Ed.D. in Education","degree_level":"Dissertation","degree_discipline":"Teacher Education","degree_department":null,"school":null,"contributors":["William J. Sumrall","Gene B. Quinn","Pamela R. Cunningham"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2016,"date_issued":"2016-01-01T08:00:00Z","date_published":"2016-01-01T08:00:00Z","updated_at":"2026-07-24T03:06:14Z","subjects":["Enhanced Integration","Mathematics Anxiety","Physcial Science","Science Education","Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://egrove.olemiss.edu/etd/960","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["William J. Sumrall","Gene B. Quinn","Pamela R. 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The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups."]},{"key":"dc:title","label":"Title","values":["Advancement Of Understanding In Physical Science And Reduction Of Mathematical Anxiety Through The Use Of Supplemental Mathematics Material"]}]}],"canonical_facts":{"dc:contributor":["William J. Sumrall","Gene B. Quinn","Pamela R. Cunningham"],"dc:creator":["Roberson, James Chadwick"],"dc:date.available":["2019-06-20T07:00:00Z"],"dc:description.abstract":["The purpose of this study was to determine if supplementary mathematics materials (created to be complementary to a physical science course) could provide a significant change in the attitudes and performance of the students involved. The supplementary text was provided in the form of a booklet. Participants were students in a physical science class. Students were given surveys to evaluate existing knowledge of physical science, mathematics skill, and mathematics anxiety in the context of a science class. Students were divided into control and experimental groups by lab section, with the experimental group receiving a supplemental booklet. At the end of the semester, another anxiety survey was given. The anxiety surveys and test grades were compared between groups. Anxiety scores were compared between the beginning and end of the semester within each group. Too few students reported using the booklets for a reliable statistical comparison (of grades) to be made. A statistically significant difference in mathematics anxiety levels was found between the groups."],"dc:identifier":["https://egrove.olemiss.edu/etd/960"],"dc:subject":["Enhanced Integration","Mathematics Anxiety","Physcial Science","Science Education","Education"],"dc:title":["Advancement Of Understanding In Physical Science And Reduction Of Mathematical Anxiety Through The Use Of Supplemental Mathematics Material"],"thesis:degree_discipline":["Teacher Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ed.D. in Education"]},"updated_at":"2026-07-24T03:06:14Z"}