Affect and achievement: creating an optimal learning experience in mathematics

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.

Name thesis:degree_name

Master of Science

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Mathematics

Grantor

Texas Woman's University

Year dc:date.issued

2020

Author dc:creator

• Skousen, Elizabeth

Advisor dc:contributor.advisor

• Navarra-Madsen, Junalyn

• Problem-based learning
• Problem solving
• mathematics
• achievement

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/11274/12454

OAI identifier oai:identifier

oai:twu-ir.tdl.org:11274/12454