Supporting self-efficacy and confidence in numeracy skills for secondary students
Subject
Abstract
Math is a challenging subject that is often fraught with anxiety. It is important for everyday life and a variety of key occupations. There is a paucity of literature on how to best support vulnerable math learners who are generally enrolled in Workplace Math over an academic stream at the secondary level. This case study examines the effectiveness of a newly-implemented Workplace Math model. The model is based on a UDL approach to learning that utilizes a blended learning model to create a self-paced course for students. Using student surveys, administrator interviews and a researcher reflective journal, this study explores the following research question: How can a newly implemented individualized Workplace Math model, as outlined above, influence learner satisfaction and positive perception of math, math anxiety, course completion? The study found a statistically significant improvement in learner positive perception of math. No statistically significant difference in math anxiety was noted; however, there was a qualitative improvement based on researcher reflective journal observation. Qualitatively, course completion rates improved. This study validates the use of the new Workplace Math model as an intervention to increase learner positive perception of math and course completion Further research is needed to determine its effectiveness on math anxiety and to see how the increased learner perception of math impacts their achievement. Further research is also needed on the cost effectiveness of the new model.