Effect of growth mindset intervention to improve mathematical mindset, maths anxiety and attitude towards mathematics among Malaysian secondary school students

A growth mindset empowers individuals to take charge of their learning and development. It instils resilience, enabling them to rebound from failures and setbacks while fostering an eagerness to embrace challenges and seek new learning opportunities. This mindset leads to improved academic performance, contributes to overall well-being, and offers various career opportunities. Therefore, this study aims to evaluate the effect of the Growth Mindset Intervention (GMI) in improving mathematical mindset, maths anxiety, and attitude towards maths among secondary school students. Additionally, this study examines the emotional and perceptual shifts towards maths that occur during the GMI among students with different levels of maths anxiety. An embedded mixed-method research design encompassing both quantitative (experimental design) and qualitative (written reflection) components was used in this study. A total of 69 form two students from two secondary schools in Kedah, Malaysia, participated and were randomly assigned to either the control group (n=35) or the treatment group (n=34). The GMI module, consisting of seven sessions covering seven topics, was implemented in the treatment group. Data were analysed using SPSS Version 26, which involved descriptive and inferential statistics for the quantitative part and thematic content analysis for the qualitative part. Multivariate analysis of covariance (MANCOVA) was used to assess the effectiveness of the intervention. Data from the qualitative content analysis act as secondary data to support the result of the intervention. Post-test intervention was conducted to 65 students instead of 69 students in the pre-test. The finding revealed there were significant differences (p = .000) between the treatment and control groups for maths anxiety and attitude towards maths after controlling the covariates (math’s score and gender) while there was no significant difference (p = .135) in the students’ mathematical mindset. The finding within groups for the treatment and control groups show a significant differences in mathematical mindset (p = .01), maths anxiety (p = .000) and attitude towards maths (p = .000). However, the finding of the control group shows there were no significant differences for mathematical mindset (p = .493), maths anxiety (p = .812) and attitude towards maths (p = .619). The students in the treatment group exhibited a reduction in their level of maths anxiety and an improvement in their attitude towards maths compared to before the intervention. In the qualitative domain, the identified themes encompassed the perception and feeling when encountering a maths lesson or problem, perception about success in maths, an attitude towards mistakes, and perception and feeling about their abilities in maths after the intervention. The qualitative findings revealed a positive transformation in their thought processes and perceptions towards maths by the end of the reflection period. They gained fresh insights and awareness regarding mindset compared to their previous reflections. In light of these findings, educators must establish classrooms that foster growth mindsets in maths and incorporate these mindset elements into their teaching practices to influence students’ beliefs about their capabilities and intelligence positively.

Text 122425.pdf Download (1MB) Official URL or Download Paper: http://ethesis.upm.edu.my/id/eprint/18576

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