Effects of Clicker Use on Calculus Students’ Mathematics Anxiety

Abstract

This paper reports the results of a survey study of clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course during the Fall 2013 semester. Students in two large lecture sections of calculus completed surveys at the beginning and end of the course. One class used clickers, whereas the other class was taught without clickers. The purpose of the study is to determine what relationship, if any, exists between clicker use and mathematics anxiety among students enrolled in an undergraduate calculus course.

Keywords:

• Mathematics anxiety
• clickers
• self-efficacy
• instructional technology
• student engagement
• active learning
• test anxiety

Additional information

Notes on contributors

John Batchelor

John Batchelor is a Ph.D. candidate in Mathematics Education at Iowa State University. He is also a mathematics tutor and research assistant. He is interested in exploring factors that affect undergraduate students’ math anxiety and classroom participation. He received a B.S. degree in Mathematics at Minnesota State University, Mankato, and his M.S. degree in Mathematics from Iowa State University.