Vpliv sodelovalnega učenja na matematično anksioznost in učno uspešnost pri predmetu matematika na predmetni stopnji osnovne šole : magistrsko delo

Oselj, Eva (author), Manfreda Kolar, Vida (mentor)

Pojem sodelovalnega učenja sega že v 70. leta prejšnjega stoletja, pa vendar še ni našel svojega mesta v slovenskih osnovnih šolah. Nekateri učitelji sicer uporabljajo ta način poučevanja, vendar še vedno v veliki meri prevladuje prepričanje, da je frontalna oblika pouka najučinkovitejša pri sledenju tempa, ki ga narekuje učni načrt za matematiko. Pri tem lahko nekateri učenci dobijo občutek, da jim matematika ne leži oziroma je ne razumejo, posledično pa razvijejo strah pred matematiko oziroma matematično anksioznost. Sodelovalno učenje ne vpliva zgolj na znanje učencev, temveč tudi na njihovo zmožnost sodelovanja in komuniciranja z drugimi učenci, spoštovanja drugega ter sprejemanja drugačnosti. V magistrskem delu smo proučili, ali ima ta oblika dela vpliv tudi na matematično anksioznost. V teoretičnem delu smo se osredinili na dva širša vsebinska sklopa: sodelovalno učenje in matematično anksioznost. Opredelili smo sodelovalno učenje ter proučili, zakaj je uporaba sodelovalnega učenja pri pouku matematike smiselna. Dotaknili smo se tudi vloge učenca in učitelja ter načinov vključevanja sodelovalnega učenja v pouk. Nadalje smo opredelili pojem matematične anksioznosti in vzroke, zaradi katerih se matematična anksioznost pri učencih sploh pojavi. Predstavili smo posledice in značilnosti matematično anksioznih učencev ter podali nekaj predlogov za preprečevanje oziroma zmanjševanje matematične anksioznosti. V empiričnem delu smo raziskali, ali uporaba sodelovalnega učenja pri pouku matematike vpliva na manjšo matematično anksioznost ter večjo učno uspešnost. Hkrati smo preverili še povezavo med matematično anksioznostjo in učno uspešnostjo. V raziskavi je bil uporabljen kvantitativni raziskovalni pristop, temeljila pa je na kavzalno-eksperimentalni raziskovalni metodi. Pri postopku zbiranja podatkov smo uporabili dve tehniki, in sicer anketo ter preverjanje znanja. Anketni vprašalnik je meril prisotnost matematične anksioznosti pri učencih, s pomočjo tehnike preverjanja znanja pa smo zbrali podatke o učni uspešnosti pri matematiki. Vzorčenje pri raziskavi je bilo neslučajnostno priložnostno, vanjo pa je bilo vključenih 100 učencev in učenk 7. in 9. razreda. V raziskavi smo ugotovili, da manj anksiozni učenci na preverjanju znanja iz matematike dosegajo boljše rezultate kot bolj anksiozni učenci ter da sodelovalno učenje zmanjšuje matematično anksioznost in povečuje učno uspešnost učencev pri znanju matematike.

• Language: Slovenian
• Keywords: anksioznost, matematika, učna uspešnost, matematična anksioznost, sodelovalno učenje, predmetna stopnja
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Publisher: E. Oselj
• Year: 2025
• Number of pages: 282 str.
• PID: 20.500.12556/RUL-169151
• UDC: 51:616.89-008.441(043.2)
• COBISS.SI-ID: 236180483
• Publication date in RUL: 15.05.2025

Secondary language

• Language: English
• Title: Impact of Cooperative Learning on Mathematics Anxiety and Performance in Upper Primary Mathematics Classes

Abstract

The concept of cooperative learning dates to the 1970s, yet it has not fully found its place in Slovenian primary schools. Although some teachers make use of this teaching method, the prevailing belief remains that the teacher-centred approach is the most effective for keeping pace with the mathematics curriculum. As a result, some students may develop the impression that they are not good at mathematics or do not understand it, which can lead to a fear of mathematics, also known as mathematical anxiety. Cooperative learning affects not only students’ knowledge but also their ability to collaborate and communicate with others, show respect, and accept differences. In this master’s thesis, we examined whether this method of teaching also impacts mathematical anxiety. The theoretical part focuses on two broader thematic areas: cooperative learning and mathematical anxiety. We defined cooperative learning and explored why its implementation in mathematics lessons is considered meaningful. We also examined the roles of both the teacher and the student, as well as various ways of integrating cooperative learning into teaching practice. Furthermore, we defined the concept of mathematical anxiety and investigated the reasons why it occurs in students. We presented the consequences and characteristics of mathematically anxious students and offered some suggestions for preventing or reducing mathematical anxiety. In the empirical part, we investigated whether the use of cooperative learning in mathematics lessons reduces mathematical anxiety and improves academic performance. At the same time, we examined the relationship between mathematical anxiety and academic achievement. The study adopted a quantitative research approach and was based on a causal-experimental research method. Two techniques were used for data collection: a questionnaire and a knowledge test. The questionnaire measured the presence of mathematical anxiety among students, while the knowledge test provided data on their academic performance in mathematics. The sampling was non-random and opportunistic, including 100 students from the 7th and 9th grades. The findings revealed that students with lower levels of anxiety achieved better results in the mathematics knowledge test compared to those with higher levels of anxiety. Furthermore, the study confirmed that cooperative learning reduces mathematical anxiety and enhances students’ academic performance in mathematics.

• Keywords: anxiety, mathematics, academic performance, mathematical anxiety, cooperative learning, upper primary level