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    Anxiety-Reducing Features Multimedia Online Math Lesson

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    Thivenraj Ravichandran
    The document outlines a proposed research study that aims to test the effectiveness of integrating anxiety-reducing features into an online math lesson. Specifically, it will examine how the features impact students' test performance, cognitive load, and determine which features were most and least helpful according to student feedback. The study is grounded in the disruption account theory of math anxiety and will employ an explanatory sequential mixed-methods design, collecting quantitative pre- and post-test scores and qualitative interview data to explore student experiences.

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    Anxiety-Reducing Features Multimedia Online Math Lesson

    Uploaded by

    Thivenraj Ravichandran
    23 views2 pages
    The document outlines a proposed research study that aims to test the effectiveness of integrating anxiety-reducing features into an online math lesson. Specifically, it will examine how the features impact students' test performance, cognitive load, and determine which features were most and least helpful according to student feedback. The study is grounded in the disruption account theory of math anxiety and will employ an explanatory sequential mixed-methods design, collecting quantitative pre- and post-test scores and qualitative interview data to explore student experiences.

    Original Description:

    Thesis writing

    Original Title

    ROTPlus_HLP

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    The document outlines a proposed research study that aims to test the effectiveness of integrating anxiety-reducing features into an online math lesson. Specifically, it will examine how the features impact students' test performance, cognitive load, and determine which features were most and least helpful according to student feedback. The study is grounded in the disruption account theory of math anxiety and will employ an explanatory sequential mixed-methods design, collecting quantitative pre- and post-test scores and qualitative interview data to explore student experiences.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    23 views2 pages

    Anxiety-Reducing Features Multimedia Online Math Lesson

    Uploaded by

    Thivenraj Ravichandran
    The document outlines a proposed research study that aims to test the effectiveness of integrating anxiety-reducing features into an online math lesson. Specifically, it will examine how the features impact students' test performance, cognitive load, and determine which features were most and least helpful according to student feedback. The study is grounded in the disruption account theory of math anxiety and will employ an explanatory sequential mixed-methods design, collecting quantitative pre- and post-test scores and qualitative interview data to explore student experiences.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    RESEARCH OPERATIONAL TEMPLATE (ROTblue) -

    An Outline of the Research (OTHMAN TALIB, 2020)

    WORKING TITLE:
    BENEFITS OF ADDING ANXIETY-REDUCING FEATURES TO A COMPUTER-BASED MULTIMEDIA ONLINE MATH LESSON

    KEYWORDS:

    1. OVERVIEW OF THE STUDY


    Learning with a multimedia online lesson is a complex process that …..

    2. PROBLEM STATEMENT (MODEL)*


     Current issue / Symptom (fact & figure & report)
    Learning with a multimedia online lesson is a complex process that involves not only cognitive but also affective factor..
    Report from the MOE shows that less than 10% of teachers utilized ….
     Specific problem underpinning the issue
    One important affective factor that has been shown to negatively impacts academic outcomes is learner anxiety..
     Proposed solution
    Integrate anxiety-reducing features to a multimedia online Math lesson and test the effective of such features to increase
    student interest and achievement in Maths

    3. THEORETICAL FRAMEWORK CONCEPTUAL FRAMEWORK


    A disruption account theory is proposed as a removal of Adding anxiety-reducing features in a disruption account theory as
    worries in the development of interventions to treat a removal of worries in the development of interventions to treat
    learners’ anxiety leaners’ anxiety and to reduce learners’ cognitive load

    4. SIGNIFICANT OF STUDY
    The integration of anxiety-reducing features to a multimedia online Math lesson as an important holistically strategy to further
    explore the connection among anxiety, performances and cognitive load.

    5. OBJECTIVE
    The primary goal of the study is to test the effectiveness of a set of anxiety-reducing strategies on the students’ performances,
    delivered by as a pedagogical agent, that are integrated into a multimedia online Math lesson in a computer-based learning
    environment

    6. RESEARCH QUESTIONS / HYPOTHESES 7. INSTRUMENT / 8. DATA SUGGESTION TITLE FOR


    DATA COLLECTION ANALYSIS PUBLICATION

    Ho1: Adding anxiety-reducing features does not  Past year SPM


    affect students’ test performance questions Reducing anxiety and cognitive
     Pre-post tests scores t-tests load in Math lesson
    Ho2. Adding anxiety-reducing features does not
    affect students’ cognitive load

    RQ3. In what sense that the anxiety-reducing  Researcher using Thematic What worked and what didn’t? A
    features worked and what didn’t? protocol interview Analysis qualitative look at anxiety-
     Interview transcript (ATLAS.ti 8) reducing features in Math lesson

    9. LITERATURE REVIEW - Past studies


    - Theories of math anxiety  Finding related to anxiety and performance /
     A Reduced Competency Account achievemen
     A Disruption Account  Types of anxiety-reducing interventions
    - Learners’ anxiety and performance - Reducing anxiety through agent-delivered coping messages
    - Math problem and cognitive load - Conclusion

    10. RESEARCH DESIGN - Explanatory Sequential Mixed-Method Design


    11. SAMPLING TECHNIQUE
     The participants are 60 undergraduates at XXX university who are novice learners on the instructional topic and are
    randomly assigned to one of the two conditions, with 30 participants in the control and the treatment groups respectively.
     10 subjects who obtained the highest gained score between pre-test and post-test were selected as participants for
    interview

    12. REFERENCES
    High impact journals by SCOPUS and WoS

    EXPECTED MAIN FINDING

    CONTRIBUTION TO THE BODY OF KNOWLEDGE (anyone or combination)


    • Methodology - This mixed-methods design enables researchers to check what learners have gained during the intervention
    is consistent with their actual experiences.
    • Application - The study provides a new insight into the implimentation of anxiety-reducing features in …
    • Theory - The results show that the disruption account theory can be enhanced by …

    GANTT CHART SEMESTER


    ACTIVITIES 1 2 3 4 5 6
    TOPIC            
    PROPOSAL            
    COMPREHENSIVE EXAM            
    PROPOSAL DEFENSE            
    INSTRUMENTATION            
    DATA COLLECTION            
    DATA ANALYSIS            
    THESIS WRITE UP            
    VIVA + CORRECTION (GOT)            

    MODEL - sources of problem IDEAS - words that reflect contribution IP* (Intellectual Properties)
     Mass media  Integration/Inventory/Innovation  Instrument / Inventory
     Own Industrial Experience  Development/Design/Derivation  Model / Framework / Module
     Discussion with Experts  Extension/Exploration/Experiment  Algorithm / Coding
     Events (Colloquium/Conferences etc.)  Advancement/Artistic/Application  Prototype / New Product
     LITERATURE REVIEW  Simulation/Synthesis/Sustainability

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