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Table 1: T-test for the Comparison of the Pre-test and Post-test Mean Scores of the Experimental and Comparison Groups

Table 1 T-test for the Comparison of the Pre-test and Post-test Mean Scores of the Experimental and Comparison Groups

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Fig 1.Conceptual Framework (solid arrowed line represents positive relationship; dashed arrowed line represents negative relationship)
Fig 1.Conceptual Framework (solid arrowed line represents positive relationship; dashed arrowed line represents negative relationship)
The three variables were paired and their correlation was obtained using the post-tests values of both the experimental and comparison groups. The results were summarized [insert Table 3 here]. The correlation coefficient value (-0.40) and p-value (0.002) of mathematics anxiety and self-efficacy which indicates a high significant moderately low negative correlation between the two variables. This means that as the level of mathematics anxiety of participants goes higher the lower is their self-efficacy level and vice versa. This result further supported the findings of: Lee (2009) stated that self-efficacy can lessen the negative impact of mathematics anxiety, Galla and Wood (2012) found out that emotional self-efficacy moderates anxiety-related impairment on a mathematics test. However, mathematics anxiety and mathematics performance has a very low negative correlation but has no significant relationship. This shows a negligible To further investigate which instruction technique can do it better, the significant difference of the post-tests of two groups were compared and summarized [insert Table 2 here]. It reveals that the mean of the post-test of the experimental group (2.68) and comparison group (2.95) has a high significant difference. The experimental group obtained a lower mean value which means that they have lower level of mathematics anxiety than the comparison group. This indicates that the language of encouragement is an effective method to reduce the anxiety level of the students better than praise. Shen (2009) indicated that emotional support had positive effects in alleviating mathematics anxiety and increasing mathematics learning. Further, a high significant difference between the mean of experimental and comparison groups in terms of self-efficacy was observed with t-value of 6.578 and p-value of 0.000. Specifically, the mean values were 3.11 and 2.69 for experimental and comparison groups respectively. This implies that those students exposed with language of encouragement have higher self-efficacy compared to the other group. Pajares (2002) stated that there were researchers who demonstrated the positive effects of self-efficacy on effort, persistence, goal setting, and performance of students. Williams and Williams (2010) noted that those individual who has high levels of self-efficacy considers difficult tasks as challenges to master rather than as threats to be avoided. Mean scores of 13 interpreted as Good and 10.63 interpreted as Poor were computed as the result of post-test for experimental group and comparison group as shown in [insert Table 2 here]. The computed t-value and p-value were 2.492 and 0.016, showing significantly different groups in terms of their mathematics performance. It can be concluded that the strategy used for the experimental group is more effective compared to the comparison group. mlm Li. *®.ThT 4,....2 £.... 4... ff"... ........ ....’.. .. fil. NM. 4 24... NA...
The three variables were paired and their correlation was obtained using the post-tests values of both the experimental and comparison groups. The results were summarized [insert Table 3 here]. The correlation coefficient value (-0.40) and p-value (0.002) of mathematics anxiety and self-efficacy which indicates a high significant moderately low negative correlation between the two variables. This means that as the level of mathematics anxiety of participants goes higher the lower is their self-efficacy level and vice versa. This result further supported the findings of: Lee (2009) stated that self-efficacy can lessen the negative impact of mathematics anxiety, Galla and Wood (2012) found out that emotional self-efficacy moderates anxiety-related impairment on a mathematics test. However, mathematics anxiety and mathematics performance has a very low negative correlation but has no significant relationship. This shows a negligible To further investigate which instruction technique can do it better, the significant difference of the post-tests of two groups were compared and summarized [insert Table 2 here]. It reveals that the mean of the post-test of the experimental group (2.68) and comparison group (2.95) has a high significant difference. The experimental group obtained a lower mean value which means that they have lower level of mathematics anxiety than the comparison group. This indicates that the language of encouragement is an effective method to reduce the anxiety level of the students better than praise. Shen (2009) indicated that emotional support had positive effects in alleviating mathematics anxiety and increasing mathematics learning. Further, a high significant difference between the mean of experimental and comparison groups in terms of self-efficacy was observed with t-value of 6.578 and p-value of 0.000. Specifically, the mean values were 3.11 and 2.69 for experimental and comparison groups respectively. This implies that those students exposed with language of encouragement have higher self-efficacy compared to the other group. Pajares (2002) stated that there were researchers who demonstrated the positive effects of self-efficacy on effort, persistence, goal setting, and performance of students. Williams and Williams (2010) noted that those individual who has high levels of self-efficacy considers difficult tasks as challenges to master rather than as threats to be avoided. Mean scores of 13 interpreted as Good and 10.63 interpreted as Poor were computed as the result of post-test for experimental group and comparison group as shown in [insert Table 2 here]. The computed t-value and p-value were 2.492 and 0.016, showing significantly different groups in terms of their mathematics performance. It can be concluded that the strategy used for the experimental group is more effective compared to the comparison group. mlm Li. *®.ThT 4,....2 £.... 4... ff"... ........ ....’.. .. fil. NM. 4 24... NA...
Table 3: Correlation among Mathematics Anxiety, Self-efficacy, and Mathematics Performance
Table 3: Correlation among Mathematics Anxiety, Self-efficacy, and Mathematics Performance
Related topics:
Mathematics anxietyMathematics Performance
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