Self Efficacy and Math Anxiety; Math Intervention Strategies for Future Paraprofessionals
Date of Award
Project (696 or 796 registration)
Master of Science in Curriculum & Instruction
Math Anxiety, Self Efficacy, Paraprofessionals
The purpose of this research is to examine whether completion of an instructional math course could reduce math anxiety and increase self-efficacy. Specifically, the study revealed intervention strategies implemented into course curriculum was associated with a 48.8% reduction in Math Anxiety and a 75% increase in Self-Efficacy in students training to become paraprofessionals. The following sections will review past research in this area, curriculum, and theories related to math anxiety and the use of research based curriculum. Then, findings from the current study will be presented and discussed.
Kallhoff, Angeline, "Self Efficacy and Math Anxiety; Math Intervention Strategies for Future Paraprofessionals" (2018). Dissertations, Theses, and Projects. 73.