The Impact of math Mnemonics on Academic Performance and Exam Anxiety of Female 11th Grade Mathematics Students in district 4 of Isfahan in the Academic Year 2022-2023

Document Type : Original Article

Authors
Batool Basiri 1
Asyieh Ebrahimzadeh 2
Azam Basri 3
1 Assistant Professor, Department of Educational Sciences, Farhangian University , P.O. Box 14665-889, Tehran , Iran. Email: b.basiri@cfu.ac.ir
2 Assistant Professor, Department of Educational Mathematics, Farhangian University, Tehran, Iran, emai : a.ebrahimzadeh@cfu.ac.ir, cell phone No : 09132374259.
3 Master's Degree in Mathematics, math teacher in district 4 of Isfahan Department of Education ,email: az.basiri320@gmail.com, cell phone No: 09134132415
10.22070/tlr.2025.19000.1581
Abstract
Abstract
Objective: This study is aimed to investigate the effect of teaching Mnemonics on academic performance and anxiety reduction in female students of 11th grade high school in Isfahan in mathematics.
Method: The method of present study is quasi-experimental, pretest-posttest research with a control group. The statistical population of this study is all 11th grade female students in the secondary high school of Isfahan, District 4 in 1401-1402, and 30 students were selected based on multi-stage cluster random sampling method. Academic performance test and Sarason (1984) test anxiety questionnaire were used to collect research data. The obtained data were analyzed using SPSS23 software at two levels of descriptive (mean and standard deviation) and inferential (univariate and multivariate covariance). Based on the inferential data, the results of multivariate analysis of covariance (MANCOVA) showed the difference between the experimental and control groups in the performance scores of mathematics and test anxiety.
Results: Based on the data in the table, there was a significant difference between experimental and control groups in terms of the variables of math course performance and test anxiety at the level of P <0.05. The value of Eta was 0.347. In other words, 34.7% of the difference between the two groups is explained by the performance scores of mathematics and test anxiety. Also, ANCO in Mankova showed that there is a significant difference between the scores of students' performance in mathematics in the experimental and control groups in the post-test stage.
Discussion and Conclusion: In other words, teaching Mnemonics has been able to increase the scores of students' performance in mathematics in the post-test stage.
Therefore, this educational strategy can be used to improve the psychological problems and academic weakness of students in mathematics.
Keywords
Academic performance
Exam anxiety
Teaching mathematics
Teaching method
Teaching mnemonics