Anxious Times Call for Additional Goal Setting Measures: A Look at How Math Anxiety is Impacted by Setting Goals in an Algebra I Class
Date of Award
Master of Education in Teaching and Learning
This study examined the impact that goal setting would have on Algebra I students’ math anxiety by comparing a control group to a treatment group. Students took the Math Anxiety Survey (Godbey, 1997) as a pre- and post-assessment. The researcher taught a goal setting mini lesson at the beginning of the data collection period to the treatment group (Class B), and students set weekly goals for themselves in relation to Algebra I class. Students in Class B journaled weekly, and some students participated in focus groups depending on their levels of math anxiety. The qualitative data was analyzed using the constant comparative method to find themes, and the quantitative data was analyzed using descriptive statistics. The researcher found that while the quantitative data showed an overall decrease in students’ math anxiety, students said that they did not feel that setting goals for themselves impacted their math anxiety at all.
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Palacio, Raegan, "Anxious Times Call for Additional Goal Setting Measures: A Look at How Math Anxiety is Impacted by Setting Goals in an Algebra I Class" (2023). Masters of Education in Teaching and Learning. 61.
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