Effectiveness of Project Stamp in Reducing Mathematics Anxiety of Grade VI Pupils of Ulat Integrated School

Abstract

INTRODUCTION

Mathematics plays a vital role in people's daily lives. Despite explaining the importance of this subject, the students of today still have that negative attitudes towards it. In this study, we explored the different strategies to prevent or reduce math anxiety as well as the impact of technology in teaching mathematics. These findings have important implications for introducing educational technologies successfully in schools.

METHODS

A quantitative approach was followed. We used stratified sampling to select 10 students out of 39 Grade Six students. We divided the selected students by two representing the experimental group (with intervention) and control group (without intervention) respectively. The experimental group experienced STAMP in every math discussion. We incorporated educational computer games, power point presentations and drills in teaching this group. On the other group, the students experienced traditional classroom setting. We used teaching methods and strategies without IT support. We administered pre-test and post-test at the beginning and end of the intervention program. The whole duration for this setting is one (1) month.

RESULTS

There is no significant difference between the control group's pre-test and post-test scores but significant differences exist for the experimental group. This then makes it safe to conclude that STAMP is effective in teaching Mathematics for Grade Six classes. STAMP can enhance motivation and performance of the students.

DISCUSSIONS

The results demonstrate the need for integration of technology in teaching Mathematics because it improved learners' classroom performance. Through STAMP, they become active learners on their own pace, having control over their learning. Due to the fact that lessons are presented in a more interesting and challenging way, they are motivated and their curiosity and fantasy are triggered. Teachers, on the other hand should be given in-service training for them to gain more knowledge and clear understanding of the approach. Although tedious on their part, they should be encouraged to prepare and use different teaching strategies using technology to motivate pupils to participate in class discussion.