DOI: 10.46778/goputeb.1976469 ISSN: 2148-2314

An action research study on curriculum-aligned learning activities and middle school students’ experiences of mathematics anxiety

Bengi Birgili, İpek Saralar, Hande Şenocak, Nihal Sağlam Coşkun
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Mathematics anxiety is an educational concern that can negatively influence students’ engagement and achievement in mathematics. This study explored changes in fifth-grade students’ mathematics anxiety and learning experiences during the implementation of curriculum-aligned, interactive mathematics learning activities. Drawing on a socio-cultural perspective, the study also examined how peer interaction, collaborative participation, and mediational tools supported students’ engagement in learning. The study was conducted with 21 fifth-grade students attending a public middle school. A mixed-methods action research design was employed. Quantitative data were analyzed using descriptive statistics and a paired-samples t test, while qualitative data were examined through thematic analysis. Data collection tools included the Mathematics Anxiety Scale, classroom observations, student reflection notes, and group discussions. Quantitative findings indicated a modest decrease in mathematics anxiety scores from pre-test to post-test; however, this difference was not statistically significant. Qualitative findings revealed that students responded positively to manipulative-based activities, educational games, and technology-enhanced learning experiences. Themes related to collaboration, peer support, and engagement with instructional tools suggested that the students experienced mathematics as interactive, supportive, and accessible. Given the single-group pre-test/post-test design, quantitative findings should be interpreted as descriptive indicators of change rather than evidence of causal intervention effects. The findings suggest that student-centered, interactive, and material-supported instructional practices may contribute to supportive learning environments. From a socio-cultural perspective, manipulatives, games, and digital resources functioned as mediational tools that supported shared meaning-making, while peer interaction and collaboration appeared to foster students’ confidence and willingness to engage in mathematical tasks.

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