Report of Project Work - 3

Project Work Report: Mathematics Anxiety and Performance

Project Title: Mathematics Anxiety and Performance: Investigate the causes
of math anxiety among secondary school students and implement strategies
to reduce it, assessing their impact on student performance and attitudes
towards mathematics.
Project Work Conducted By: Richa Kumari Dutta
School’s Name: Shreemati Krishna Devi Janta Secondary School,
Malangwa – 9, Sarlahi
Class: 9 - A
Study Duration: 1 month
Date of Submission:
Submission: Submitted to the Education Training Center (ETC), Bara, as
part of the TPD program requirements.

Introduction:
As a mathematics teacher in an underdeveloped region of Nepal, I attended
the Teacher Professional Development (TPD) training program. The program
highlighted the significant issue of math anxiety among students and its
negative impact on their performance and attitudes toward the subject.
Following the training, I conducted a project to investigate the causes of math
anxiety among Class 10 students and implemented strategies to reduce it,
assessing the impact on their performance and attitudes toward mathematics.

Objectives:
1. To identify the causes of math anxiety among Class 10 students.
2. To implement strategies to reduce math anxiety.
3. To assess the impact of these strategies on student performance and
attitudes toward mathematics.
Methodology:
1. Selection of Participants:
- A total of 100 students from Class 10 were selected for the study.

2. Initial Assessment:
- Surveys and interviews were conducted to understand the levels of math
anxiety and its potential causes.
- Baseline tests were administered to gauge initial math performance.

3. Implementation of Strategies:
- Relaxation techniques such as deep breathing exercises and positive
visualization were introduced before math classes.
- Peer support groups were formed to encourage collaborative learning and
reduce fear of judgment.
- Interactive and engaging teaching methods, including the use of math
games and real-life applications, were incorporated.
- Regular feedback sessions were held to address student concerns and
adjust strategies as needed.

4. Data Collection:
- Student performance was monitored through regular quizzes, assignments,
and tests.
- Observations and feedback from students and other teachers were
gathered to evaluate the effectiveness of the strategies.
- Follow-up surveys and interviews were conducted to assess changes in
math anxiety and attitudes.

5. Final Assessment:
- Post-implementation tests were conducted to measure any changes in
math performance.
 - Follow-up surveys and interviews were used to gauge changes in student
anxiety and attitudes toward math.

Findings:
1. Causes of Math Anxiety:
- Common causes included fear of failure, negative past experiences with
math, pressure from parents and teachers, and a lack of confidence in math
abilities.

2. Impact on Student Performance:

- Post-implementation test results indicated a significant improvement in
math performance for most students.
- Students who previously exhibited high levels of math anxiety showed
notable progress in their understanding and performance.

3. Change in Attitudes:
- Surveys revealed a decrease in math anxiety levels among students.
- Many students reported feeling more confident and positive about their
abilities in math.
- Students were more engaged and showed greater interest in math classes.

4. Effectiveness of Strategies:
- Relaxation techniques helped students to feel more calm and focused
during math lessons.
- Peer support groups fostered a sense of community and provided
emotional support.
- Interactive teaching methods made math lessons more enjoyable and
relatable.

Challenges:
1. Resource Limitations:
 - Limited access to materials and resources posed a challenge in fully
implementing interactive teaching methods.

2. Time Constraints:
- The additional time required for relaxation exercises and feedback
sessions was challenging to manage alongside the regular curriculum.

3. Continuous Monitoring:
- Ongoing monitoring and adjustment of strategies were necessary to ensure
their effectiveness.

Conclusion:
The project demonstrated that addressing math anxiety through targeted
strategies can significantly improve student performance and attitudes toward
mathematics. The strategies used not only reduced math anxiety but also
enhanced student engagement and confidence in the subject. These findings
suggest that with adequate support and resources, math anxiety can be
effectively managed in underdeveloped regions like ours.

Recommendations:
1. Expand Resources:
- Schools should invest in diverse materials and resources to support
interactive and engaging teaching methods.

2. Ongoing Professional Development:

- Provide continuous training for teachers to develop their skills in
managing math anxiety and implementing effective teaching strategies.

3. Supportive Learning Environment:

- Encourage a supportive and non-judgmental learning environment where
students feel safe to express their concerns and seek help.
Signatures:

Subject Teacher's Sign: ___________________

Headmaster's Sign: ___________________