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 Is the flipped classroom helping students with math anxiety?

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Measuring Math Anxiety 

To establish the level of math anxiety present in my students I used a modified version of the MARS (Mathematical Anxiety Rating Scale), a tool that has been used in research and clinical studies since 1972 when it was created by Richardson and Suinn (Ashcroft, 2009).

​I conducted 3 rounds of data collection, collecting 3 anxiety scores for each student: the initial anxiety score, the score at the end of the first semester and the score at the end of the year. 

After inputting each individual students score I averaged them and used that as an indication of the overall level of math anxiety present in each period. 

A larger version of the anxiety scale can be found in my research paper

Above, we see that each class experienced a decrease in overall feelings of math anxiety between the initial data collection and round 2. We can also observe that all-but-one class experienced another decrease in average math anxiety between data collection round 2 and 3. 

Student feedback and qualitative results

At the end of the year I gave an optional survey to students to evaluate the effectiveness of my attempts at innovation and in-particular the use of teacher created tutorials outside of class. Below are the results of some of the most pertinent questions on the optional survey. 

X axis: 1 - Much worse than last year, 5- Much better than last year

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