The purpose of this study was to examine the effects of an adaptation of Peer-Assisted Learning Strategies (PALS) in mathematics on achievement and anxiety of third grade students. Four intact classrooms were randomly assigned to experimental or control condition groups. Experimental teachers implemented one of three interventions: PALS, a relaxation technique (RT), or PALS+RT twice weekly for 12 weeks. Outcome measures included AIMSweb's curriculum based measure for math computation (MCOMP) and the Revised Children's Manifest Anxiety Scale, Second Edition (RCMAS-2). Within the classrooms, baseline, pre-test, and post-test data were collected on 79 students. The study did not reveal statistically significant results, however, results indicated that students in the PALS+RT group made the greatest gains in math achievement and students in the RT group had the greatest reduction in anxiety. The results suggest that PALS can be adapted to include a brief relaxation technique and that relaxation techniques may be beneficial in reducing student anxiety symptoms.
|Commitee:||Alvarez, Heather, Steege, Mark W.|
|School:||University of Southern Maine|
|Department:||College of Education and Human Development|
|School Location:||United States -- Maine|
|Source:||DAI-A 75/12(E), Dissertation Abstracts International|
|Subjects:||Mathematics education, Educational evaluation, Elementary education, Educational psychology|
|Keywords:||Anxiety, Mathematics, PALS, Relaxation|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be