Matematiikka-ahdistuksen lieventäminen rentoutus- ja kertolaskuharjoittelulla
Pilotti-interventiotutkimus
DOI:
https://doi.org/10.31129/LUMAT.12.3.2474Keywords:
interventio, kehorytmiharjoitus, kertolaskuharjoitus, matemaattiset taidot, matematiikka-ahdistus, rentoutusharjoitusAbstract
Tämän tutkimuksen tarkoituksena oli kehittää ja pilotoida luokassa toteutettavia matematiikka-ahdistusta lieventäviä harjoitusohjelmia. Tutkimukseen osallistui 80 viides- ja kuudesluokkalaista (KA = 12.3 v.). Jokaiselle luokalle arvottiin yksi kolmesta harjoitusohjelmasta, jota tehtiin matematiikan tuntien alussa, noin 3–6 minuuttia, kolme kertaa viikossa kolmen viikon ajan. Interventioryhmissä tehtiin rentoutus- tai kertolaskuharjoituksia ja aktiivisessa kontrolliryhmässä kehorytmiharjoituksia. Oppilaat vastasivat matematiikka-ahdistusta koskevaan kyselyyn ja tekivät laskusujuvuuden testin (kertolaskut ja moninumeroiset laskut) ennen ja jälkeen harjoittelujakson. Ryhmien sisäiset tarkastelut t-testeillä osoittivat, että rentoutusharjoittelulla oli keskisuuri laskeva vaikutus (g = –0.33) affektiiviseen matematiikka-ahdistukseen, mutta muutos jäi hieman tilastollisesta merkitsevyydestä (p = .082). Kertolaskuharjoittelu-ryhmässä kertolaskusujuvuus kehittyi tilastollisesti merkitsevästi (g = 0.47, p = .015) ja moninumeroisten laskujen sujuvuuteen muutos oli lähes merkitsevä (g = 0.36, p = .059). Kehorytmiharjoittelulla ei havaittu vaikutusta matematiikka-ahdistukseen eikä laskusujuvuuteen. Kovarianssinalyysillä tarkasteltuna ryhmien välillä ei löytynyt eroja loppumittauksessa. Pilottitutkimuksen tulokset ovat lupaavia interventio-ohjelmien kehittämis- ja jatkotutkimukselle.
Reducing math anxiety by relaxation and multiplication training: A pilot intervention study
Abstract: The purpose was to develop and pilot classroom-based math anxiety-relieving intervention programmes. Participants were 80 fifth and sixth-grade students (Mage = 12.3 years). Each class was assigned one programme, which was carried out by the teacher at the beginning of mathematics lessons, for about 3–6 minutes, three times a week for three weeks. The intervention groups did either relaxation or multiplication exercises and the active control group did body rhythm exercises. Students completed a math anxiety questionnaire and calculation fluency tests before and after the training period. Within-group t-tests showed that relaxation training had a moderate decreasing effect (g = -0.33) on affective math anxiety and multiplication training in multiplication fluency (g = 0.47). No effects were observed with body rhythm training. When examined by ANCOVA, no differences were found between the groups at the post-test.
Keywords: intervention, body rhythm training, multiplication training, math skills, math anxiety, relaxation training
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