Effects of Web-Based Instruction on Math Anxiety, the Sense of Mastery, and Global Self-Esteem: A Quasi-Experimental Study of Undergraduate Statistics Students

To explore the effects of web-based instruction (WBI) on math anxiety, the sense of mastery, and global self-esteem, we use quasi-experimental data from undergraduate statistics students in classes assigned to three study conditions, each with varied access to, and incentive for, the use of online t...

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Veröffentlicht in:	Teaching Sociology 2006-10, Vol.34 (4), p.370-388
Hauptverfasser:	Van Gundy, Karen, Morton, Beth A., Liu, Hope Q., Kline, Jennifer
Format:	Artikel
Sprache:	eng
Schlagworte:	Academic achievement Access to Computers Anxiety Chalkboards College Outcomes Assessment College Students Computer based Course Content Courses Discussion Groups Distance education Distance learning Educational Environment Efficacy History, theory and methodology Incorporation Instructional Effectiveness Integrated Learning Systems Internet Mastery Learning Mathematics Mathematics Anxiety Mathematics education Methodology Online instruction Outcomes of Education Participation Quasiexperimental Design Self Esteem Social Conditions Social conditions & trends Sociology Statistics Student Participation Teachers Teaching Technology Uses in Education Undergraduate Students United States (Northeast) Virtual communities Web Based Instruction
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