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    Research Proposal

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    Research Proposal

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    of 7

    Impact of Affective Learning Experiences on Students’

    Academic Achievement, Self-Concept and


    Mathematical Anxiety.
    Introduction
    Many children experiences math difficulties in main school level and develop
    anxiety and demotivation. In the short term, math difficulties may essential to
    avoiding math tasks; in the long term math difficulties can affect their school
    career (Passolunghi, 2011). Children’s capacity to improve their math skills
    depends, among other things, on their affective learning experiences and
    feelings of being contented with math in general (Ramirez, Chang, Maloney,
    Levine, & Beilock, 2016). The present study examines the correlation between
    affective learning experiences, academic achievement self-concept, and
    mathematical anxiety in 11 to 15-yearsold usually developing adolescents.
    Academic self-concept relates to academic achievement and is defined as
    the belief in and feelings or perceptions of one’s own intellectual and/or
    academic skills and achievement (Lent, Brown, & Gore, 1997). Marsh and
    Martin (2010) found that academic self-concept has direct and indirect effects
    on academic achievement. This indicates a bidirectional relationship Increases in
    academic self-concept lead to increases in academic achievement and vice versa.
    Another factor that influences academic achievement is mathematical anxiety.
    Ergene (2011) and Steinmayr, Crede, McElvany, and Wirthwein (2015)
    examined the relationship between anxiety and academic achievement in 16 to
    17-year-old students.

    A consistently quoted factor that possibly influences math self-concept and anxiety
    is gender. Different studies report higher math self-concepts in boys than in girls
    (Atunes& Fontaine, 2007; Skaalvik &Skaalvik, 2004).In several studies, girls
    generally report a higher level of test anxiety than boys (Chapelletal., 2005;Ergene,
    2011; Kurt, Balci, &Kose, 2014; Rahafar, Maghsudloo, Farhangnia, Vollmer,
    &Randler, 2016); a higher level of test anxiety in girls, and not in boys, correlates
    with lower academic achievement (Chapell et al., 2005). The correlation between
    anxiety and academic achievement is possibly stronger in girls than in boys.
    Students experience a variety of emotions in academic settings that influence their
    perceptions and behavior. Academic emotions are significantly related to students’
    motivation, learning strategies, cognitive resources, self-regulation, academic
    self-concept and academic achievement (Pekrun et al., 2002; Valiente, Swanson,
    & Eisenberg, 2012). Emotions have an impact on students’ achievement as well as
    their interest, engagement and personality development in addition to affecting the
    social climate in classrooms and educational institutions (Pekrun, 2005).
    Unfortunately, affective education continues to be neglected area in, as teachers pay
    greater emphasis on the cognitive and psychomotor domains. Patel, R.N. (2010, p.
    130) states that because teachers overlook affective education, therefore most first
    class graduates and post graduates fail to effectively interact or relate with others,
    as they lack social skills , civic sense, social responsibility, self-restraint, integrity,
    empathy, teamwork and leadership qualities. There is no study examining the
    possible mediating role of affective learning experiences on students’ academic
    achievement, self-concept mathematical anxiety. This study aims to fill this gap.

    Significance of the study

    Particularly planned executed self-concept and anxiety learning experiences


    promote the conditions for providing inappropriate affective education. Power,
    F.C.(2008,p.8) suggest these conditions: a safe and non-threatening learning
    environment based on mutual respect and giving everyone an equal chance to
    participate; addressing the needs and concerns of individuals students; encouraging
    students to gain a better understanding of themselves as well as others ;focusing on
    experimental activities, etc.

    Delimitation of the study

    The study will be delimited to

    • Session 2024-2025

    • Grade 6 and 7 class students

    • Age group of 10- 14 years old


    Statement of the problem.
    Behavior modification depends upon acquiring knowledge, broadening
    understanding, improvement in physical skills, developing attitudes, depending
    of appreciation etc. It is accepted that in shaping one’s behavior, the learning
    experiences play an important role. This study has been designed to analyze
    “the impact of affective learning experiences on students’ academic
    achievement, self-concept, and mathematical anxiety”.

    Objectives of the study:


    • To identify the relationship between academic achievement and self-
    concept.

    • .To analyze the relationship between academic achievement and


    mathematical anxiety.

    • To analyze the role of affective domain as a remedial measure to


    improve the academic achievement by improving their self-concept
    and mathematical anxiety.

    • To analyze the relationship between academic achievement and


    mathematical anxiety by gender.

    Hypotheses of the study.


    H1 There is statistically significant relationship between academic
    achievement and self-concept.

    H2 There is significant relationship between academic achievement and


    mathematical anxiety.

    H3 There is significant role of affective domain as a remedial measure to


    improve the academic achievement by improving their self-concept and
    mathematical anxiety.

    H4 There is significant relationship between academic achievement and


    mathematical anxiety by gender.
    Population
    Students from grade 6th and 7th will be included in this population.

    Sample
    The proportionate sampling technique will be used for this purpose.

    Methodology

    Following will be the methodology of the study.

    Research instruments

    • Development of academic self-concept questionnaire

    A questionnaire adapted from Liu, Wang, and Parkins’ (2005) academic self-
    concept (ASC) scale will use to measure students’ academic self-concept. The
    scale consisted of two subscales, the 9-item academic confidence (AC) and the
    10-item academic effort (AE).subscales. agree). The Cronbach alphas of the
    ASC scale, AC subscale, and AE subscale will use respectively.

    • Development of mathematical anxiety questionnaire

    Math anxiety will be measure by using the Math Experience Questionnaire


    (MEQ; Toll, Van der Beek, & Van Luit, 2015). The questionnaire computes four
    scales: adaptive coping strategies, maladaptive coping strategies, self-
    confidence, and math anxiety. In this study, only two scales will use: self-
    confidence (15 items) and math anxiety (15 items). Both scales are based on
    questionnaires from the PISA-research project (Lee, 2009).

    • Development of affective learning conditions questionnaire

    The third questionnaire will also develop after the detailed literature review to
    determine the relationship between affective learning experiences and the
    students’ academic achievement. It will also use to determine the relationship
    between affective learning experiences and the change in students overall
    academic achievement. The students will also require to rate each statement
    based on the five point likert scale.
    • Development of the Achievement test

    The achievement test will based on the content of five personal enrichment
    workshops, which are the part of the study. The personal enrichment workshops
    that were used for affective learning experiences include enhancing personal
    insight, cultivating happiness through a positive outlook on life: creating
    professional presence and image; unlocking the winner within; and building
    inner strength and fortitude.

    The achievement test consisted of 45 statements to appropriately cover the


    essential topic of the five workshops. The achievement test evaluated the
    attainment of objectives in three domains of learning to ensure the
    comprehensive educational evaluation (Patel, R.N., 2010, P.130). Based on their
    current level of knowledge, attitudes and skills before and after the provision of
    the learning experiences, the students were required to rate each statement in
    the achievement test with regard to how much they believed in the importance
    of each. The five point likert scale that will use in this regard is Very low, Low,
    Moderate, High and Very High.

    Validity
    The achievement test and three questionnaire will validated by experts in the
    relevant field to check the appropriateness of the items/statements.

    Pilot testing

    The achievement test, self-concept and mathematical anxiety questionnaire will


    pilot tested on 30 students who will not include in the sample. The affective
    learning experiences will also pilot tested on 20 students who will also not
    included in sample.

    Reliability

    Reliability of the instruments will assessed by calculating the Cronbach’s alpha,


    which is well suited for likert scales involving more than two options.
    Cronbac’s alpha will use to estimate the “internal consistency Reliability by
    determining how all items on a test relate to all other test items and to the total
    test” (Gay, L. R., Mills, G.E., &Airasian, P.W.,2008, p. 161).

    Data Collection
    The achievement test and the three questionnaire will personally administrated
    to the students in each group, the achievement test and three questionnaire will
    administrated before and after the provision of the learning experiences within a
    gap of 10 weeks and will be administrated at the end of the experimental
    treatment.

    Data analyses

    Data collected will sorted and tabulated. Paired-sample t-test, one way ANOVA
    (Analysis of Variance) test, multiple regression and Pearson product moment
    correlation coefficient will used for analyzing data by applying the IBM
    Statistical package for Social Sciences (SPSS) 24.

    References
    Lent, R. W., Brown, S. D., & Gore, P. A. (1997). Discriminant and predictive
    validity ofacademic self-concept, academic self-efficacy, and mathematics-
    specific self-efficacy. Journal of Counseling Psychology, 44, 307-315.
    doi:10.1037//0022-0167.44.3.307.

    Marsh, H. W., & Martin, A. J. (2010). Academic self-concept and academic


    achievement: Relations and causal ordering. British Journal of Educational
    Psychology, 81, 59-77. doi:10.1348/000709910X503501.

    Ergene, T. (2011). The relationships among test anxiety, study habits,


    achievement, motivation, and academic performance among Turkish high
    school students. Education and Science, 36, 320-330. Field,
    sss
    Passolunghi, M. C. (2011). Cognitive and emotional factors in children with
    mathematical learning disabilities. International Journal of Disability,
    Development and Education, 58, 61-73. doi:10.1080/1034912X.2011.547351

    Ramirez, G., Chang, H., Maloney, E. A., Levine, S. C., &Beilock, S. L. (2016).
    On the relationship between math anxiety and math achievement in early
    elementary school: The roleof problem solving strategies.Journal of
    Experimental Child Psychology, 141, 83-100. doi:10.1016/j.jecp.2015.07.014.

    Steinmayr, R., Crede, J., McElvany, N., &Wirthwein, L. (2015). Subjective


    well-being, test anxiety, academic achievement: Testing for reciprocal
    effects.Frontiersin Psychology, 6,1-13. doi:10.3389/fpsyg.2015.01994

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