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THE INFLUENCE OF TECHNOLOGY AS A MEDIATOR ON THE RELATIONSHIP BETWEEN STUDENTS ANXIETY AND ENGAGEMENT
Humanities & Social Sciences Reviews,
Vol. 9 No. 3 (2021): May
Abstract
The Purpose of the study: This study investigated the relationship between students' anxiety and students’ engagement towards science in the presence of technology as a mediator.
Methodology: For this research, data were collected personally through three different questionnaires for Students’ Academic Engagement, Anxiety towards Science, and Technology Attitude for Learning from the science students of 9th and 10th class at the secondary level. A total of 420 boys and girls participated in the study. The mediating analysis was performed in the Spss21 extension of Preacher and Hayes is used to analyse the data.
Main Findings: Findings showed that technology attitude for learning significantly mediates the relationship between anxiety towards science and students’ academic engagement. The levels of students’ academic engagement and technology attitude for learning are higher in male students as compared to female students, whereas anxiety towards science is higher in female students. Similarly, the level of anxiety towards science is significantly higher in 10th class students as compared to students of class 9th. There is no significant difference in academic engagement and technology attitude for learning between 9th and 10th class students.
Application of the study: The previous literature has shown the significant negative effect of anxiety on student engagement. While the present research exposed that technology significantly mediates the relationship between anxiety and engagement. It is concluded that technical assistance for science subjects can reduce anxiety and enhance student engagement towards science.
Novelty/originality of the study: The integration of technology in the educational settings at the school level is not only crucial for students’ better academic performance, but also it can assist the teacher by introducing new innovative ways of teaching.
Keywords
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- Adedoja, G., & Oluwadara, A. (2016). Influence of Age and Training on Planning Instruction Using Mobiles Phones by Pre-service Social Studies Teachers. Wireless and Mobile Technologies, 3(1), 1-6. http://pubs.sciepub.com/wmt/3/1/1
- Alioon, Y., & Delialioğlu, Ö. (2017). The effect of authentic m-learning activities on student engagement and motivation. British Journal of Educational Technology. 32, 121. https://doi.org/10.1111/bjet.12559 DOI: https://doi.org/10.1111/bjet.12559
- Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002 DOI: https://doi.org/10.1016/j.jsp.2006.04.002
- Attard, C., (2015). Introducing iPads into primary mathematics classrooms : teachers’ experiences and pedagogies. In: Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education. pp. 193–213. https://doi.org/10.4018/978-1-4666-8714-1.ch009 DOI: https://doi.org/10.4018/978-1-4666-8714-1.ch009
- Attard, C. (2018). Mobile technologies in the primary mathematics classroom: engaging or not?. In: Mathematics Education in the Digital Era. Using Mobile Technologies in the Teaching and Learning of Mathematics. pp. 51–65. https://doi.org/10.1007/978-3-319-90179-4_4 DOI: https://doi.org/10.1007/978-3-319-90179-4_4
- Balanskat, A., Roger Blamire and Stella Kefala. (2006). The Impact Report: A Review of Studies of ICT Impact on Schools in Europe. Corpus ID: 5258214. http://portaldoprofessor.mec.gov.br/stor age/materiais/0000012853.pdf
- Boaler, Jo. (2015). Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. John Wiley & Sons.
- Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. https://doi.org/10.1186/s41239-019-0176-8 DOI: https://doi.org/10.1186/s41239-019-0176-8
- Bray, A., Tangney, B. (2015). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Math. Educ. Res. J., 28 (1), 173–197 https://doi.org/10.1007/s13394-015-0158-7. DOI: https://doi.org/10.1007/s13394-015-0158-7
- Chenoby, H. (2014). The role of ICT in student engagement in learning mathematics in a preparatory university program, Retrieved from Melbourne Australia. https://vuir.vu.edu.au/25852/1/Helen%20 Chenoby.pdf
- Chuang, Y.-T. (2014). Increasing learning motivation and student engagement through the technology-supported learning environment. Creative Education, 5(23), 1969. https://doi.org/10.4236/ce.2014.523221 DOI: https://doi.org/10.4236/ce.2014.523221
- Cisco. (2008). Equipping every learner for the 21st Century. Executive Summary. Retrieved from https://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/Global_Ed_Exec_Summary.pdf
- Curwin, R. (2010). Meeting students where they live: motivation in urban schools. Alexandria, VA: ASCD.
- Dolch, C., & Zawacki-Richter, O. (2018). Are students getting used to learning technology? Changing media usage patterns of traditional and non-traditional students in higher education. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2038 DOI: https://doi.org/10.25304/rlt.v26.2038
- Fredricks, JA. Filsecker, M., & Lawson, MA. (2016). Student engagement, context and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.101 6/j.learninstruc.2016.02.002 DOI: https://doi.org/10.1016/j.learninstruc.2016.02.002
- Gialamas, S. & Avgerinou, M.D. (2015). Aristeia Leadership: A Catalyst for the i2Flex Methodology. Educational Policy Analysis and Strategic Research, 10(1), 13-23.
- Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education 26: 129-147. Research in Science & Technological Education, 26, 129-147. https://doi.org/10.1080/02635140802034762 DOI: https://doi.org/10.1080/02635140802034762
- Hassan, T., & Sajid, A. (2012). ICTs in Learning in Pakistan. International Journal of Evaluation and Research in Education (IJERE), 1. https://doi.org/10.11591/ijere.v1i2.1244 DOI: https://doi.org/10.11591/ijere.v1i2.1244
- Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567– 1579. https://doi.or g/10.1080/03075079.2015.1007946 DOI: https://doi.org/10.1080/03075079.2015.1007946
- Hilton, A. (2018). Engaging primary school students in mathematics: can iPads make a difference? Int. J. Sci. Math. Educ., 16 (1), 145–165. https://doi.org/10.1007/s10763-016-9771-5 DOI: https://doi.org/10.1007/s10763-016-9771-5
- Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology in the Schools, 49(7), 706-715. https://doi.org/10.1002/pits.21629 DOI: https://doi.org/10.1002/pits.21629
- Ingram, N., Williamson-Leadley, S., Pratt, K., 2016. Showing and telling: using tablet technology to engage students in mathematics. Math. Educ. Res. J., 28 (1), 123–147. https://doi.org/10.1007/s13394-015-0162-y DOI: https://doi.org/10.1007/s13394-015-0162-y
- James, F. (2017). "The Effects of Technology On Student Motivation And Engagement In Classroom-Based Learning". All Theses and Dissertations. 121. http://dune.une.edu/theses/121
- Javed, S., Wenlan, Z., Ghaffari, A. S., & Bhuttah, T. M. (2020). The mediating role of technology between students’ attitudes and engagement towards science: a quantitative study of students’ perception. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 11(3), 11A03H, 1-13.
- Mallow, J., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study. Journal of Science Education and Technology, 19(4), 356-369. https://doi.org/10.1007/s10956-010-9205-z DOI: https://doi.org/10.1007/s10956-010-9205-z
- Marcelo, C., & Yot-DomÃnguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975–988. https://doi.org/10.1080/0309877X.2018.1429584 DOI: https://doi.org/10.1080/0309877X.2018.1429584
- Martin, F., & Bolliger, DU. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24 059/olj.v22i1.1092 DOI: https://doi.org/10.24059/olj.v22i1.1092
- McLoone, J., Hudson, J., & Rapee, R. (2006). Treating Anxiety Disorders in a School Setting. Education & Treatment of Children, 29, 219-242.
- Mohamed, L., & Waheed, H. (2011). Secondary Students' Attitude towards Mathematics in a Selected School of Maldives. 1(15), 277-281.
- Mychailyszyn, M., Beidas, R., Wolk, C., Edmunds, J., Podell, J., Cohen, J., & Kendall, P. (2011). Assessing and Treating Child Anxiety in Schools. Psychology in the Schools, 48, 223-232. https://doi.org/10.1 002/pits.20548 DOI: https://doi.org/10.1002/pits.20548
- Mychailyszyn, M., Brodman, D., Read, K., & Kendall, P. (2012). Cognitive-Behavioral School-Based Interventions for Anxious and Depressed Youth: A Meta-Analysis of Outcomes. Clinical Psychology Science and Practice, 19, 129-153. https://doi.org/10.1111/j.1468-2850.2012.01279.x DOI: https://doi.org/10.1111/j.1468-2850.2012.01279.x
- Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/10.1080/07294360.2018.1446415 DOI: https://doi.org/10.1080/07294360.2018.1446415
- Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084 DOI: https://doi.org/10.1016/j.chb.2016.05.084
- Ryan, J., & Masia Warner, C. (2012). Treating Adolescents with Social Anxiety Disorder in Schools. Child and adolescent psychiatric clinics of North America, 21, 105-118, ix. https://doi.org/10.1016/j.chc.2011.08.011 DOI: https://doi.org/10.1016/j.chc.2011.08.011
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- Schoenfeld, N., & M, J. (2008). Identification and Treatment of Anxiety in Students with Emotional or Behavioral Disorders: A Review of the Literature. Education and Treatment of Children, 31, 583-610. https://doi.org/10.1353/etc.0.0034 DOI: https://doi.org/10.1353/etc.0.0034
- Searle, A., Miller-Lewis, L., Sawyer, M., & Baghurst, P. (2013). Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult–Child Relationships, Self-Concept, and Hyperactivity/Inattention. Early Education & Development, 24, 1112-1136. https://doi.org/10.1080/10409289.2013.764223 DOI: https://doi.org/10.1080/10409289.2013.764223
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References
Adedoja, G., & Oluwadara, A. (2016). Influence of Age and Training on Planning Instruction Using Mobiles Phones by Pre-service Social Studies Teachers. Wireless and Mobile Technologies, 3(1), 1-6. http://pubs.sciepub.com/wmt/3/1/1
Alioon, Y., & Delialioğlu, Ö. (2017). The effect of authentic m-learning activities on student engagement and motivation. British Journal of Educational Technology. 32, 121. https://doi.org/10.1111/bjet.12559 DOI: https://doi.org/10.1111/bjet.12559
Appleton, J. J., Christenson, S. L., Kim, D., & Reschly, A. L. (2006). Measuring cognitive and psychological engagement: Validation of the Student Engagement Instrument. Journal of School Psychology, 44(5), 427-445. https://doi.org/10.1016/j.jsp.2006.04.002 DOI: https://doi.org/10.1016/j.jsp.2006.04.002
Attard, C., (2015). Introducing iPads into primary mathematics classrooms : teachers’ experiences and pedagogies. In: Integrating Touch-Enabled and Mobile Devices into Contemporary Mathematics Education. pp. 193–213. https://doi.org/10.4018/978-1-4666-8714-1.ch009 DOI: https://doi.org/10.4018/978-1-4666-8714-1.ch009
Attard, C. (2018). Mobile technologies in the primary mathematics classroom: engaging or not?. In: Mathematics Education in the Digital Era. Using Mobile Technologies in the Teaching and Learning of Mathematics. pp. 51–65. https://doi.org/10.1007/978-3-319-90179-4_4 DOI: https://doi.org/10.1007/978-3-319-90179-4_4
Balanskat, A., Roger Blamire and Stella Kefala. (2006). The Impact Report: A Review of Studies of ICT Impact on Schools in Europe. Corpus ID: 5258214. http://portaldoprofessor.mec.gov.br/stor age/materiais/0000012853.pdf
Boaler, Jo. (2015). Mathematical Mindsets: Unleashing Students’ Potential through Creative Math, Inspiring Messages and Innovative Teaching. John Wiley & Sons.
Bond, M., Buntins, K., Bedenlier, S., Zawacki-Richter, O., & Kerres, M. (2020). Mapping research in student engagement and educational technology in higher education: A systematic evidence map. International Journal of Educational Technology in Higher Education, 17(1), 1–30. https://doi.org/10.1186/s41239-019-0176-8 DOI: https://doi.org/10.1186/s41239-019-0176-8
Bray, A., Tangney, B. (2015). Enhancing student engagement through the affordances of mobile technology: a 21st century learning perspective on Realistic Mathematics Education. Math. Educ. Res. J., 28 (1), 173–197 https://doi.org/10.1007/s13394-015-0158-7. DOI: https://doi.org/10.1007/s13394-015-0158-7
Chenoby, H. (2014). The role of ICT in student engagement in learning mathematics in a preparatory university program, Retrieved from Melbourne Australia. https://vuir.vu.edu.au/25852/1/Helen%20 Chenoby.pdf
Chuang, Y.-T. (2014). Increasing learning motivation and student engagement through the technology-supported learning environment. Creative Education, 5(23), 1969. https://doi.org/10.4236/ce.2014.523221 DOI: https://doi.org/10.4236/ce.2014.523221
Cisco. (2008). Equipping every learner for the 21st Century. Executive Summary. Retrieved from https://www.cisco.com/c/dam/en_us/about/citizenship/socio-economic/docs/Global_Ed_Exec_Summary.pdf
Curwin, R. (2010). Meeting students where they live: motivation in urban schools. Alexandria, VA: ASCD.
Dolch, C., & Zawacki-Richter, O. (2018). Are students getting used to learning technology? Changing media usage patterns of traditional and non-traditional students in higher education. Research in Learning Technology, 26. https://doi.org/10.25304/rlt.v26.2038 DOI: https://doi.org/10.25304/rlt.v26.2038
Fredricks, JA. Filsecker, M., & Lawson, MA. (2016). Student engagement, context and adjustment: Addressing definitional, measurement, and methodological issues. Learning and Instruction, 43, 1–4. https://doi.org/10.101 6/j.learninstruc.2016.02.002 DOI: https://doi.org/10.1016/j.learninstruc.2016.02.002
Gialamas, S. & Avgerinou, M.D. (2015). Aristeia Leadership: A Catalyst for the i2Flex Methodology. Educational Policy Analysis and Strategic Research, 10(1), 13-23.
Hassan, G. (2008). Attitudes toward science among Australian tertiary and secondary school students. Research in Science & Technological Education 26: 129-147. Research in Science & Technological Education, 26, 129-147. https://doi.org/10.1080/02635140802034762 DOI: https://doi.org/10.1080/02635140802034762
Hassan, T., & Sajid, A. (2012). ICTs in Learning in Pakistan. International Journal of Evaluation and Research in Education (IJERE), 1. https://doi.org/10.11591/ijere.v1i2.1244 DOI: https://doi.org/10.11591/ijere.v1i2.1244
Henderson, M., Selwyn, N., & Aston, R. (2017). What works and why? Student perceptions of ‘useful’ digital technology in university teaching and learning. Studies in Higher Education, 42(8), 1567– 1579. https://doi.or g/10.1080/03075079.2015.1007946 DOI: https://doi.org/10.1080/03075079.2015.1007946
Hilton, A. (2018). Engaging primary school students in mathematics: can iPads make a difference? Int. J. Sci. Math. Educ., 16 (1), 145–165. https://doi.org/10.1007/s10763-016-9771-5 DOI: https://doi.org/10.1007/s10763-016-9771-5
Housand, B. C., & Housand, A. M. (2012). The role of technology in gifted students' motivation. Psychology in the Schools, 49(7), 706-715. https://doi.org/10.1002/pits.21629 DOI: https://doi.org/10.1002/pits.21629
Ingram, N., Williamson-Leadley, S., Pratt, K., 2016. Showing and telling: using tablet technology to engage students in mathematics. Math. Educ. Res. J., 28 (1), 123–147. https://doi.org/10.1007/s13394-015-0162-y DOI: https://doi.org/10.1007/s13394-015-0162-y
James, F. (2017). "The Effects of Technology On Student Motivation And Engagement In Classroom-Based Learning". All Theses and Dissertations. 121. http://dune.une.edu/theses/121
Javed, S., Wenlan, Z., Ghaffari, A. S., & Bhuttah, T. M. (2020). The mediating role of technology between students’ attitudes and engagement towards science: a quantitative study of students’ perception. International Transaction Journal of Engineering, Management, & Applied Sciences & Technologies, 11(3), 11A03H, 1-13.
Mallow, J., Kastrup, H., Bryant, F. B., Hislop, N., Shefner, R., & Udo, M. (2010). Science Anxiety, Science Attitudes, and Gender: Interviews from a Binational Study. Journal of Science Education and Technology, 19(4), 356-369. https://doi.org/10.1007/s10956-010-9205-z DOI: https://doi.org/10.1007/s10956-010-9205-z
Marcelo, C., & Yot-DomÃnguez, C. (2019). From chalk to keyboard in higher education classrooms: changes and coherence when integrating technological knowledge into pedagogical content knowledge. Journal of Further and Higher Education, 43(7), 975–988. https://doi.org/10.1080/0309877X.2018.1429584 DOI: https://doi.org/10.1080/0309877X.2018.1429584
Martin, F., & Bolliger, DU. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205–222. https://doi.org/10.24 059/olj.v22i1.1092 DOI: https://doi.org/10.24059/olj.v22i1.1092
McLoone, J., Hudson, J., & Rapee, R. (2006). Treating Anxiety Disorders in a School Setting. Education & Treatment of Children, 29, 219-242.
Mohamed, L., & Waheed, H. (2011). Secondary Students' Attitude towards Mathematics in a Selected School of Maldives. 1(15), 277-281.
Mychailyszyn, M., Beidas, R., Wolk, C., Edmunds, J., Podell, J., Cohen, J., & Kendall, P. (2011). Assessing and Treating Child Anxiety in Schools. Psychology in the Schools, 48, 223-232. https://doi.org/10.1 002/pits.20548 DOI: https://doi.org/10.1002/pits.20548
Mychailyszyn, M., Brodman, D., Read, K., & Kendall, P. (2012). Cognitive-Behavioral School-Based Interventions for Anxious and Depressed Youth: A Meta-Analysis of Outcomes. Clinical Psychology Science and Practice, 19, 129-153. https://doi.org/10.1111/j.1468-2850.2012.01279.x DOI: https://doi.org/10.1111/j.1468-2850.2012.01279.x
Oliver, B., & Jorre de St Jorre, T. (2018). Graduate attributes for 2020 and beyond: Recommendations for Australian higher education providers. Higher Education Research & Development, 37(4), 821–836. https://doi.org/10.1080/07294360.2018.1446415 DOI: https://doi.org/10.1080/07294360.2018.1446415
Rashid, T., & Asghar, H. M. (2016). Technology use, self-directed learning, student engagement and academic performance: Examining the interrelations. Computers in Human Behavior, 63, 604–612. https://doi.org/10.1016/j.chb.2016.05.084 DOI: https://doi.org/10.1016/j.chb.2016.05.084
Ryan, J., & Masia Warner, C. (2012). Treating Adolescents with Social Anxiety Disorder in Schools. Child and adolescent psychiatric clinics of North America, 21, 105-118, ix. https://doi.org/10.1016/j.chc.2011.08.011 DOI: https://doi.org/10.1016/j.chc.2011.08.011
Schindler, LA., Burkholder, GJ., Morad, OA., & Marsh, C. (2017). Computer-based technology and student engagement: a critical review of the literature. International Journal of Educational Technology in Higher Education, 14(1), 25. https://doi.org/10.1186/s41239-017-0063-0 DOI: https://doi.org/10.1186/s41239-017-0063-0
Schoenfeld, N., & M, J. (2008). Identification and Treatment of Anxiety in Students with Emotional or Behavioral Disorders: A Review of the Literature. Education and Treatment of Children, 31, 583-610. https://doi.org/10.1353/etc.0.0034 DOI: https://doi.org/10.1353/etc.0.0034
Searle, A., Miller-Lewis, L., Sawyer, M., & Baghurst, P. (2013). Predictors of Children's Kindergarten Classroom Engagement: Preschool Adult–Child Relationships, Self-Concept, and Hyperactivity/Inattention. Early Education & Development, 24, 1112-1136. https://doi.org/10.1080/10409289.2013.764223 DOI: https://doi.org/10.1080/10409289.2013.764223
Segool, N. K., Carlson, J. S., Goforth, A. N., von der Embse, N., & Barterian, J. A. (2013). Heightened test anxiety among young children: elementary school students’ anxious responses to high-stakes testing. Psychology in the Schools, 50(5), 489-499. https://doi.org/10.1002/pits.21689 DOI: https://doi.org/10.1002/pits.21689
Sharma, B. R., & Bhaumik, P. K. (2013). Student Engagement and Its Predictors: An Exploratory Study in an Indian Business School. Global Business Review, 14(1), 25-42. https://doi.org/10.1177/0972150912466364 DOI: https://doi.org/10.1177/0972150912466364
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