Abstract
When students reach Middle School level academics, it is observed that their interest in STEM decreases. There are many theories that have been tested to discover why this shift occurs, however, it is thought that Math anxiety is the main contributor to this decline. Furthermore, there have been indications suggesting that Math anxiety is closely related to Resiliency. In this study, we are interested in looking at the relationship between Math anxiety and Resiliency in Middle School students. In doing so, a science outreach day was designed to both increase Middle school student's interest and attitudes interest towards STEM. The students who attended self-selected into this science day and were surveyed on current levels of Math Anxiety and Resilience. This experiment allowed students to learn and explore science in their own creative way from a physics-based approach; and is an example of baseline student assessment that teachers can conduct in a classroom. Nevertheless, the same size was too small to confirm significance and it is encouraged that more research is conducted on the matter.
Included in
Middle School Students: Science Outreach, Math Anxiety, and Resiliency
When students reach Middle School level academics, it is observed that their interest in STEM decreases. There are many theories that have been tested to discover why this shift occurs, however, it is thought that Math anxiety is the main contributor to this decline. Furthermore, there have been indications suggesting that Math anxiety is closely related to Resiliency. In this study, we are interested in looking at the relationship between Math anxiety and Resiliency in Middle School students. In doing so, a science outreach day was designed to both increase Middle school student's interest and attitudes interest towards STEM. The students who attended self-selected into this science day and were surveyed on current levels of Math Anxiety and Resilience. This experiment allowed students to learn and explore science in their own creative way from a physics-based approach; and is an example of baseline student assessment that teachers can conduct in a classroom. Nevertheless, the same size was too small to confirm significance and it is encouraged that more research is conducted on the matter.