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    Project   cooperative learning and peer tutoring in overcoming mathematics anxiety Project cooperative learning and peer tutoring in overcoming mathematics anxiety Document Transcript

    • SME 6044 CONTEMPORARY ISSUES IN MATHEMATICS EDUCATION SESSION 2011/2012 SEMESTER II ISSUE: MATHEMATICS ANXIETYCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety LECTURER: PROF DR MARZITA BINTI PUTEH GROUP 1 TAW MEI YOKE M20111000335 WONG WANG YUEN M20111000734
    • TABLE OF CONTENTSNo. Title Page1.0 INTRODUCTION 1-6 1.1 PROBLEM STATEMENT 1.2 PURPOSE 1.3 RESEARCH OBJECTIVES 1.4 LIMITATION2.0 LITERATURE REVIEW 7-83.0 METHODOLOGY 9-11 3.1 RESEARCH DESIGN 3.2 SAMPLE OF THE STUDY 3.3 RESEARCH INSTRUMENT 3.4 PROCEDURES 3.5 CONSTRUCTION OF THE INSTRUMENT4.0 DATA ANALYSIS & DISCUSSION 12-15 4.1 ANALYSIS 4.2 DISCUSSION5.0 REFLECTION 16 REFERENCES 17-18 APPENDIX A – QUESTIONNAIRE 19
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety Cooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety1.0 INTRODUCTION Mathematics anxiety has become an issue on students’ effort in learningmathematics. Research has confirmed that many students experiencing mathematicsanxiety in the traditional classroom where, teacher should design classroom that willmake children feel more successful. Spikell (1993) also think that students learn bestwhen they are active rather than passive learner (Marilyn Curtin – Phillips, 2012). Inlearning mathematics, students are encouraged to think and cooperating the system bymodifying their understanding into the reality life to apply as one among theirknowledge. Teaching mathematics has become something challenging that appropriatenessof teaching will end up with relatively result which can observe by the level ofunderstanding, how well they perform tasks and the duration of the memories takeparts. As we know that mathematics is an on-going process and what they have learnduring lower grades will imprinted towards how well they can do in upper grades ofstudy. In other words, it is depend on how well they can remember and properly applyinto new challenges especially in problem solving, which require higher order thinkingskills. When talk about thinking skills, there are nothing better than thinking out from 1TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietyone brain where this research are going to test about in cooperative learning and peerlearning. Cooperative learning is an approach to organizing classroom activities intoacademic and social learning experiences (Wikipedia, 2012). By having cooperativelearning activities, students learn from discussion among each other and they wouldindirectly adopting new or suitable learning behaviour from the others within the samegroup as reference on how ones can overcoming mathematics questioning statement. Peer tutoring is an instructional strategy that consists of pairing studentstogether to learn or practice an academic task. The pairs of students can be of the sameor differing ability and/or age range (K-8, n.d). Peer tutoring are more saving timethan cooperative learning where it only consist of two students in a small group andresult of discussion will produce immediately every time of an activity. Most of the time peer tutoring also consists of translating ones understandinginto another by using their same level of communication bridge, in other words,students know students better than teacher to the students. Which as additional, theymight have common problem that they can well understand how to solve it together. 2TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety Teaching creatively such as using cooperative learning and peer tutoring helpsin improving the confidence of students in learning mathematics, but some of theresearch found that there was no significant differences between the use of traditionaland creative teaching – learning process. Even some claim that the kind of collaborativelearning is kind of teaching, and according to the critics, dividing class into smallgroups allows the teacher to escape responsibility. (Thirteen ed. online, 2004) Four researches have been conducted by WWC to investigate the effectivenessof Peer-Assisted Learning Strategies but unfortunately only one study met either WWCevidence standards or eligibility screens. More evidences were needed to support andthat was the purposes of this study which first getting way to lower down mathematicsanxiety. An effective teaching and learning process can be called successful beingobserved if the anxiety can be first removed from the major course which influencesmotivation of students to learn mathematics. 1.1 PROBLEM STATEMENT After my Mathematics teaching and learning lesson, I expected my pupils tounderstand the concepts I was teaching. However, it seemed not happen to the pupilswho had the high mathematics anxiety. They were afraid and avoid from mymathematics lesson. So, I had to find different ways to overcome their mathematicsanxiety and make them enjoy in learning mathematics. The issue here was the pupilsavoid from my lesson and they like to ask and talk with their friend. Thus, I would like 3TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietyto introduce the cooperative learning and peer tutoring and organise some suitablemathematics tasks for its’ to enhance their learning. 1.2 PURPOSE This research will determine the creative teaching through cooperative learning and peer tutoring can well overcoming or for this research purpose, to reducing students’ in mathematics anxiety and in opposite mean, increase the success in mathematics educational. Thus, the research was design first indicating what is the mean level of anxiety among students when learning mathematics? Will students be willing to continue in this way of learning activities as a promising attaining every mathematics classes? Are the decreasing of anxiety have increase the performance of students in solving mathematical problems? 1.3 RESEARCH OBJECTIVES The main concerns of this study are: 1. To decrease the level of anxiety of students while facing mathematics. 2. The build up their confidence level when working with mathematics through cooperative learning and peer tutoring. 4TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety 1.4 LIMITATION The limitations of the study are those characteristics of design or methodologythat impacted or influenced the application or interpretation of the results of your study.They are the constraints on generalize ability and utility of findings that are the resultof the ways in which you chose to design the study and/or the method used to establishinternal and external validity. (USC Libraries, 2012) Most of the research no matter how well it is conducted will also suffer fromlimitation and most commonly known or understand was the limitation on time. Thisresearch was done under the terms of action research which is define as is a reflectiveprocess of progressive problem solving led by individuals working with others inteams or as part of a "community of practice" to improve the way they address issuesand solve problems (Wikipedia, 2012). With almost as same as how Eileen (2000)defining action research as a collaborative activity among colleagues searching forsolutions to everyday, real problems experienced in schools, or looking for ways toimprove instruction and increase student achievement. Therefore, it is impossible an observation can well be done in a giving shortperiod of three weeks’ time. Observation was done by following the pace of teachingand learning progress where teacher using creativity to teach at the same timeobserving the ability of students’ absorption on what they have learn, and at the endresponding to the questions given by teacher. Hence, consequentially the availability 5TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietyin choosing sample has limited to one school as it is the most reasonable afford tocollect data for this study. Mathematics Anxiety Rating Scales (MARS) was developed by Richardsonand Suinn (1972) as a 98- item tool to diagnose and recommend treatments formathematics anxiety (Yucedag-Ozcan & Brewer, 2011). The availability to obtainhigh validity of MARS was also become one of the limitation in increasing the validityof this study where the cost of purchasing MARS, which has commonly use in ratingsubject relating to mathematical anxiety, are out of budget while doing the research.Therefore, the use of Mathematics Anxiety Scale can only be evaluate throughmodifying the part that previous researchers who published their study, which can arefreely accessed by publics. 6TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety2.0 LITERATURE REVIEW A negative relationship between math anxiety and math achievement hasbeen found across all grade levels, k-college. In fact, math anxiety is often associatedwith relatively low performance in mathematical activity (Saeed & Hassan, 2012). It isto be believes that individual low performance may overcome by associating with theother in peer study or cooperative learning to build up the confidence in dealing withmathematics dilemmas. Anxiety about mathematics is tied to low mathematics grades andstandardized test scores, yet not all math-anxious individuals perform equally poorlyin mathematics. (Ian & Sian, 2011) but having anxiety will cause failure to theperformance in doing math. Tobias (1993) said that experience of failure becomes ablock to furthering their study of mathematics. (Catherine, 2006) Ferrari (2004) mentioned that peer mentoring challenges the traditionalassumption that the mentor knows more and knows best (Robert Townsend, MelindaDelves, Tracy Kidd and Bev Figg, 2011), but Keith Topping and Shirley Hill definingthat peer tutoring as people from similar social groupings who are not professionalteachers are helping each other to learn and learning themselves by teaching. (Agnes G,Agnes T, Howard D. and Margaret O., n.d) The learning process was in term ofcomplementary each weak section among different individual. Peer tutoring take placewhere, normally two students, helping each other or having discussion to study same 7TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietytopic or subject together. Nillsen (2004), Ball and Pelco (2006) mentioned that participation in teamactivities whereby through discussion of content, students may gain ‘new ideas,insights, connections and interactions’ which may aid better student engagement withthe content and better recall of content (Farrell B.J & Farrell H.M, 2008) Paula Maria Barrett (2000) believes that the anxiety can be treat as childrenare heavily dependent upon their immediate family and peer environment. Therefore ithas to be an effect from the cooperative learning or peer group learning which eachmember of the group are actually come from different background and cultural, thatare to be expected may affecting each other in the behaviour of learning to overcomingmathematics anxiety. Sometimes the students who could most benefit from the positive effects ofpeer learning are the ones least likely to participate due to fear of exposing theiracademic weaknesses to others or even to themselves (Arendale, 2007). This happento nearly most of the school that there will be certain categories of students facing thedifficulties of participating in the learning activities. Constructing peer group studyingwould be necessary to overcome or lower down the intend of avoidance such asplaying mathematics games in a group, sharing understanding of mind of thoughtregarding to mathematics course, or receiving assist from their friends. 8TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety3.0 METHODOLOGY 3.1 RESEARCH DESIGN Since the purpose of my study was to help students overcome their math anxiety through cooperative learning and peer tutoring and to help them build up their confidence levels when working with math, thus this study discussed on the interview of mathematic anxiety- Mathitude Survey and observation on the sample groups. 3.2 SAMPLE OF THE STUDY Subjects of this mini research are the pupils of Standard 3K from SJK(C) Khing Ming, Kuala Kubu Baru. To select the participants for the focus group in this mini research, a simple structured interview was carried out to all the pupils of Standard 3K. Then, the participants who had the high mathematics anxiety were selected based on the responses from the interview about mathematics anxiety. 3.2 PROCEDURES Data will be collected from the 6 participants in the focus group. All these participants are diagnosed with mathematics anxiety. Hence, they will be given the same kind of treatment. Data are collected from the four sessions below: 9TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics AnxietySession 1: Peer Tutoring Model Each participant chose a peer tutor on their own. The concept and definition oftutoring were first discussed and examples on how the tutors help their friends will beprovided. The tutors who selected need to play the following roles: the tutor had to givesuggestions and provide explanations, and check and report the pupils’ works. Duringthe tutoring session, the teacher must always be available to assist the tutors when theyhave problems and also to supervise the whole tutoring session. Then, the teacher as theresearcher facilitated and moderated the tutoring session, creating a good relationshipbetween the participants of the focus group with their tutors. This was to make thepupils less anxious and allows the sharing of the proposed objectives.Session 2: Cooperative Learning Model The teacher prepared a task which is to be accomplished in cooperative groups.Three pairs of tutors with their pupils grouped together to complete the task. In theCooperative Learning model, the students assume roles which are different at the sociallevel. The good pupils oriented to the task and be the speaker whereas the other pupilsbe the observer and checked the result of works. However, they were involved in thesame way in facing the problem posed.Session 3: Observation Teacher as the researcher listened, observed and analysed the focus groupsthroughout the 3 weeks of peer tutoring and cooperative learning activities. Then the 10TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietyresearcher recorded observations of the focus group by making notes of what has beenobserved.Session 4: The interview The interviews were carried out again after the treatment (peer tutoring andcooperative learning).a) Structured interviews The teacher asked each respondent the same questions in the same way withtightly structured schedule of questions are used - Mathitude Survey. There were only 6items in the questionnaire. However, it limited range of responses can be elicited.b) Unstructured interviews This type of interview aimed to discuss on the questions on the basis of theinterviewee’s previous response. Interviews should be fairly informal. Intervieweesshould feel as though they are participating in a conversation or discussion rather thanin a formal question and answer situation. 3.3 CONSTRUCTION OF THE INSTRUMENT There were six items only on the simple Mathitude Survey to assess the pupils’attitudes toward mathematics. Responses on the items are either Yes or No. However,there was also a comment space for the responses to give their opinions. This activitycan serve as a lead-in to prompt students to discuss their own feelings aboutmathematics. 11TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety4.0 ANALYSIS Below is a summary of results obtained from interview procedures in answeringthe research questions - Mathitude Survey. Students’ responses on mathematic anxietyare illustrated in Chart 1 and 2. Responses to Item 1 to 3 6 5 Number of responses 4 3 2 No 1 Yes 0 Item 1 Item 2 Item 3 Item 1 Item 2 Item 3 Before the treatment After the treatment Item 1: I enjoy math. Item 2: Mathematics is very interesting. Item 3: I never get tired of working with numbers.Chart 1 the positive attitudes toward mathematics. My data showed that there was a positive change in the students’ attitudestowards mathematics after the treatment. Before the students assigned into the peertutoring and cooperative learning, they did not show their much interest onmathematics. However, their perception changed after they actively involved in thepeer tutoring and cooperative learning. Five out of six students enjoyed mathematicsand 4 students felt never get tired of working with numbers. The most surprising wasall the six students mentioned that mathematics became interesting for them. 12TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety Responses to Item 4 to 6 6 5 Number of responses 4 3 2 No 1 Yes 0 Item 4 Item 5 Item 6 Item 4 Item 5 Item 6 Before the treatment After the treatment Item 4: I am nervous about this upcoming semester test in math. Item 5: I avoid math because I am not very good at it. Item 6: I am afraid of doing problem solving.Chart 2 the negative attitudes toward mathematics. My second data showed that there was a positive change in the students’mathematics anxiety after the treatment. Most of the students were nervous about theupcoming test and afraid of doing mathematics especially problem solving. All of themhad the same thought which was tried to avoid mathematics because they admitted thatthey were not good at it. Their mathematics anxieties seem to be overcome after theyactively involved in the peer tutoring and cooperative learning. Five out of six studentsbecame not nervous about the upcoming test and willing to for the problem solving.There was only one students still wanted to avoid the mathematics because he think thathis still not good in mathematics. 13TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety 4.1 DISCUSSION The result of this small study has revealed relationship between thelearning activities (peer tutoring and cooperative learning) and mathematics anxiety. Itcould happen because when pupils with the guidance and help from their friends havepositive attitude toward mathematics. When they confronted with this new type oflearning activities, they feel less anxious and less tension. One of the pupils said thathe felt be more motivated to learn mathematic with such positive attitudes. Themotivation made them felt that mathematics was something interesting to learn andthey would enjoy learning it. Sometimes the teacher could not identify the difficulties of the pupils in orderto understand a very simple mathematics concept. However, this could easilyovercome through the peer tutoring because their friends understand more about theirweaknesses and abilities. When I asked pupil why she became never get tired ofworking with numbers. Then, she mentioned that she had better understanding on themathematics concept after the explanation by her tutor. Thus, she could work withnumbers easily with the help and guidance from her tutor. As the result, she enjoyedthe mathematics. Meanwhile, the tutors strengthen competence in mathematics afterthey explained the concept to their friends. From the social aspects, the tutors’language ability and skills in interpersonal communication also been improved andtheir relation with the pupils became closer. I felt that the pupils easily to give up in solving the task when unable to solvethe problem alone whereas their friends can solve the problem easily. However, the 14TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxietysituation changed when the sharing of their conceptual knowledge support their betterunderstanding in solving the mathematics problems. The pupils felt more successfulwhen they encouraged discussion in the mathematics tasks. When I observed the wayof pupils to solve a task, the pupils reflected on what they did and discussed how theycould do better. This meaningful discussion was able to reduce their tension and stressand develop their collaboration. The most important result was that the pupils’ mathematics anxiety hadreduced when they working together with their friends. When I look at the pupils’work, pupils paid more attention and concentration on mathematics concept when theyworking in their friendly group. This situation showed that the cooperative learningproduced the meaningful learning compared with the pupils working individually. Thepupils seem not to avoid in mathematics although they knew that they were not goodin mathematics. They tried to face and challenge it because they really learnt tobecome better in mathematics in the cooperative learning. 15TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics Anxiety5.0 REFLECTION As a result of my research, I found that teacher should encourages pupils workin cooperative and peer tutoring because collaboration is useful and it able to reducestress and tension in mathematics learning. All pupils participate in the constructionand exploration of knowledge through these learning activities. It makes the pupilsunderstand on their responsibilities for their own and as well as their friends learningprocess. It is also able to raise the awareness of the positive attitude for a meaningfullearning. Meanwhile, the pupils have high self esteem and confidence in achievementof mathematics learning since their anxiety have been overcome and reduce the chancesof failure. However, the creating of peer tutoring and cooperative learning environment forpupils does not mean that it allow the teacher escape from their responsibility. Theteachers play very important role as the facilitator and coordinator for the tutoring andcooperative discussing learning activities. There is necessary for teacher to aware onthe choices of suitable mathematics tasks for the peer tutoring and group discussion. Itis more fruitful prepare a task to accomplish in peer tutoring and cooperative learningrather than asking directly to the pupils work in individually. As we know, when thepupils work in their friendly group, their mathematics anxiety will be reducing. When a teacher able to intertwine both activities (peer tutoring and cooperativelearning) in the educational process, all the pupils can have the better positive attitudetowards mathematics and improve their interpersonal relationships. 16TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics AnxietyReference:Agnes Gardner, Agnes Tiwari, Howard Davies & Margaret O’ Donoghue. (n.d) Peer tutoring. Learning and Teaching Resource Center. Retrieve from http://ltrc.edc.polyu.edu.hk/student02_1.htmlArendale, David R. (2007). Postsecondary Peer Cooperative Learning Programs: Annotated Bibliography. College of Education and Human Development. University of Minnesota Minneapolis, MN. Retrieve from http://www.utas.edu.au/__data/assets/pdf_file/0005/129371/Postsecondary- Peer-Cooperative-Learning.pdfFarrell, B. J. & Farrell, H. M. (2008). Student satisfaction with cooperative learning in an Accounting curriculum, Journal of University Teaching & Learning Practice, 5, 2. Retreive from http://ro.uow.edu.au/jutlp/vol5/iss2/4Ferrance, Eileen. (2000). Action Research. Northeast and Islands Regional Educational Laboratory At Brown University. Retrieve from http://www.lab.brown.edu/pubs/themes_ed/act_research.pdfIan M. Lynos & Sian L. Beilock (2011). Mathematics Anxiety: Separating the Math from the Anxiety. Oxford University Press. Retrieve from http://cercor.oxfordjournals.org/content/early/2011/10/19/cercor.bhr289.short?rss =1Johnson, Catherine Erin (2006). Attitude or Anxiety: Mathematics Disposition of High School Algebra I Students. Wichita State University. Retrieve from http://www.dl- provider.com/search/attitude%20or%20anxiety%20mathematics%20disposition% 20of%20high%20school%20.pdf.html?aff.id=1376 17TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics AnxietyMarilyn Curtin – Phillips (2012). The Causes and Prevention of Math Anxiety. Math Goodies – Your Destination for Math Education. Retrieve from http://www.mathgoodies.com/articles/math_anxiety.htmlPaula Maria Barrett (2000). Treatment of Childhood Anxiety: Developmental Aspects. Clinical Psychology Review, 20, 4, 479 – 494.Saeed Daneshamooz & Hassan Alamolhodaei (2012). Cooperative learning and academic hardiness on students’ mathematical performance with different levels of mathematics anxiety. International Research Journal, 3, 3, 270 – 276.Thirteen Ed. Online, Educational Broadcasting Corporation (2004). What are some critical perspectives?. Retrieve from http://www.thirteen.org/edonline/concept2class/coopcollab/index_sub4.htmlUSC Libraries, University of Southern California. (2012) Organizing Your Social Sciences Research Paper: Limitation of the study. Retrieve from http://libguides.usc.edu/content.php?pid=83009&sid=616083Wikipedia, The Free Encyclopedia. (2012). Cooperative learning. Retrieved from http://en.wikipedia.org/w/index.php?title=Cooperative_learning&oldid=4852735 31Wikipedia, The Free Encyclopedia. (2012). Action research. Retrieved from 2012, http://en.wikipedia.org/w/index.php?title=Action_research&oldid=487314269Yucedag-Ozcan, Arfe & Brewer, Susan. (2011). Adaptation of Mathematics Anxiety Rating Scale-Revised (MARS-R) for Adult Online Students. The Board of Regents of the University of Wisconsin System. Retrieve from http://www.uwex.edu/disted/conference/Resource_library/proceedings/45335_2 011.pdf 18TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)
    • SME 6044 COMTEMPORARY ISSUE IN MATHEMATICS EDUCATIONCooperative Learning and Peer Tutoring in Overcoming Mathematics AnxietyInstrument: Mathitude SurveyPlease tick () for each questions. If you would like there is room for you to leaveadditional comments. Question Yes No Comment / Opinion   1. I enjoy math. 2. Mathematics is very interesting. 3. I never get tired of working with numbers. 4. I am nervous about this upcoming semester test in math. 5. I avoid math because I am not very good at it. 6. I am afraid of doing problem solving. 19TAW MEI YOKE (M20111000335) & WONG WANG YUEN (M20111000734)