Date of Award

5-2022

Document Type

Thesis

Degree Name

Master of Education (MEd)

Department

Graduate Education

First Advisor

Patricia C. Kornelis

Abstract

This action research study investigated the impact math fact fluency assessments have on math anxiety in a central Iowa elementary school. The participants were 15 fourth-grade students who experienced different treatments for a duration of eight weeks. There were five students in each of the control, experimental, and mixed-strategy groups. The control group was given timed tests twice per week, the experimental group participated in one math fact interview per week, and the mixed-strategy group were given both a timed test and a math fact interview once per week. A math anxiety survey was administered before and after treatment, and the differences of math anxiety scores were compared within each group and between groups. The findings of this research showed significance in the differences of scores in the experimental group. No significance was found within either the control or mixed-strategy group. There was also no significance found between the control, experimental, and mixed-strategy groups.

Comments

Action Research Project Submitted in Partial Fulfillment Of the Requirements for the Degree of Master of Education

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