Differences by Level of Technology Use on Students' Motivation, Anxiety, and Classroom Learning Environment in Mathematics

This study examined whether students' 1) motivation, 2) anxiety, and 3) classroom learning environment in mathematics significantly differed according to the degree of implementation of technology in the mathematics classroom. The participants were 1955 sixth-grade and 1940 eighth-grade students who were randomly chosen from a multi-ethnic school district in the south central region of the United States. The sixth-grade results indicate that students in classes where technology was slightly used had significantly higher Involvement, Satisfaction, and Achievement Motivation than students in classes where technology was moderately or infrequently used. The eighth-grade results revealed that students in classes where technology was slightly used had significantly higher Affiliation, Parent Involvement, and Achievement Motivation, but students in classes where technology was moderately used had significantly higher Satisfaction and significantly lower Mathematics Anxiety.

[1]  Gavrielle Levine.  Closing the Gender Gap: Focus on Mathematics Anxiety. , 1995 .

[2]  J. Hattie,et al.  Syntheses of educational productivity research , 1987 .

[3]  Barry J. Fraser,et al.  Twenty years of classroom climate work: progress and prospect , 1989 .

[4]  Ray Hembree,et al.  The Nature, Effects, and Relief of Mathematics Anxiety. , 1990 .

[5]  Y. Cheng.  Classroom Environment and Student Affective Performance: An Effective Profile , 1994 .

[6]  P. Winne.  Steps toward Promoting Cognitive Achievements , 1985, The Elementary School Journal.

[7]  John Olive,et al.  Chapter 7 Technology and school mathematics , 1992 .

[8]  Norman M. Goble.  The changing role of the teacher , 1977 .

[9]  Barry J. Fraser,et al.  Effect sizes associated with micro-prolog-based computer-assisted learning , 1994 .

[10]  Gavriel Salomon.  Effects with and of computers and the study of computer-based learning environments , 1992 .

[11]  B. Fraser.  Determinants of Classroom Psychosocial Environments: A Review , 1986 .

[12]  H. Walberg,et al.  Predicting Achievement and Motivation. , 1986 .

[13]  Barry J. Fraser,et al.  Two decades of classroom environment research. , 1991 .

[14]  Christopher M. Moersch.  Levels of Technology Implementation (LoTi): A Framework for Measuring Classroom Technology Use. , 1995 .

[15]  H. Waxman,et al.  Investigating Classroom and School Learning Environments: A Review of Recent Research and Developments in the Field. , 1991 .

[16]  P. Pintrich.  A Manual for the Use of the Motivated Strategies for Learning Questionnaire (MSLQ). , 1991 .

[17]  K. Sheingold,et al.  Commonalities and Distinctive Patterns in Teachers' Integration of Computers , 1993, American Journal of Education.

[18]  H. Walberg,et al.  A multidimensional motivation instrument , 1981 .

[19]  L. Anderson.  The Classroom Environment Study: Teaching for Learning , 1987, Comparative Education Review.