The effects of a structured teaching method on mathematics anxiety and achievement of grade eight learners

Abstract

The hypothesis that a structured, sequenced, approach to mathematics learning, based on the application of learnt facts, decreases mathematics anxiety and increases mathematics achievement is tested. A literature study and an empirical investigation were conducted with respect to the relationships between maths anxiety, maths achievement and teaching methods. A qualitative research design which focussed on the cross-case analysis of different case studies was used. The qualitative case study involves multiple methods such as interviews, observations and a pretest, posttest design. It analyses and compares the effects of the Kuman method, used as the intervention programme, on maths anxiety and maths achievement of an experimental group and a control group. The results of this research indicate that learners on the intervention programme who showed a decrease in anxiety, showed an increase in achievement. This has implications for the teaching methods used in South Africa.