| Summary: | 碩士 === 中原大學 === 工業與系統工程研究所 === 106 === Mathematical anxiety indirectly influences students’ in-class learning performance and their mental states regarding self-learning efficacy. The Trends in International Mathematics and Science Study revealed that primary school students in Taiwan exhibited substantially lower interest and confidence in learning mathematics compared with their international counterparts on average. The corresponding scores of Taiwanese students were nearly 50% of the international average primarily because their tension in mathematical anxiety is correlated with their lack of confidence in mathematics. Given the concern over this topic, the effect of mathematical anxiety on education and learning as well as its importance must be discussed. To increase educators’ attention to mathematical domains and help improve learning efficacy of students with mathematical anxiety, the present study used music as an intervention measure. Two scenarios, one with no intervention and the other with music intervention, were combined with mathematical tests to identify whether a participant exhibited different levels of anxiety in the face of mathematical tests in different scenarios. Subsequently, the participants were measured using biofeedback machines and skin conductance to determine their anxiety and emotional variations in the two mathematical testing scenarios. The difference between the participants’ anxiety levels in the two scenarios were identified using a t test. The results revealed that the music therapy intervention significantly improved the students’ learning efficacy. This study verified that tone frequency (including rhythm and amplitude factors) considerably affected the learning outcome of students with mathematical anxiety. Therefore, when designing teaching curricula, teachers should consider appropriately introducing music into the class to effectively enhance teacher–student interaction and improve students’ learning efficacy.
|
|---|
