The Development of the Numeracy Apprehension Scale for Children Aged 4-7 Years: Qualitative Exploration of Associated Factors and Quantitative Testing

Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However, the origins of mathematics anxiety have, until recently, received limited attention. It is now accepted that this anxiety is rooted within the early educational years, but research has not explored the associated factors in the first formal years of schooling. Based on previous focus groups with children aged 4-7 years, ‘numeracy apprehension’ is suggested in this body of work, as the foundation phase of negative emotions and experiences, in which mathematics anxiety can develop. Building on this research, the first piece of research utilized 2 interviews and 5 focus groups to obtain insight from parents (n=7), teachers (n=9) and mathematics experts (n=2), to explore how children experience numeracy and their observations of children’s attitudes and responses. Thematic and content analysis uncovered a range of factors that characterised children’s numeracy experiences. These included: stigma and peer comparisons; the difficulty of numeracy and persistent failure; a low sense of ability; feelings of inadequacy; peer evaluation; transference of teacher anxieties; the right or wrong nature of numeracy; parental influences; dependence on peers; avoidance and children being aware of a hierarchy based on numeracy performance. Key themes reflected the focus group findings of children aged 4-7 years. This contributed to an item pool for study 2, to produce a first iteration of the Numeracy Apprehension Scale (NAS) that described day-to-day numeracy lesson situations. This 44-item measure was implemented with 307 children aged 4-7 years, across 4 schools in the U.K. Exploratory factor analysis led to a 26-item iteration of the NAS, with a 2-factor structure of Prospective Numeracy Task Apprehension and On-line Number Apprehension, which related to, for example, observation and evaluation anxiety, worry and teacher anxiety. The results suggested that mathematics anxiety may stem from the initial development of numeracy apprehension and is based on consistent negative experiences throughout an educational career. The 26-item iteration of the NAS was further validated in study 3 with 163 children aged 4-7 years, across 2 schools in the U.K. The construct validity of the scale was tested by comparing scale scores against numeracy performance on a numeracy task to determine whether a relationship between scale and numeracy task scores was evident. Exploratory factor analysis was again conducted and resulted in the current 19-item iteration of the NAS that related to a single factor of On-line Number Apprehension. This related to the experience of an entire numeracy lesson, from first walking in to completing a task and was associated with, for example, explaining an answer to the teacher, making mistakes and getting work wrong. A significant negative correlation was observed between the NAS and numeracy performance scores, suggesting that apprehensive children demonstrate a performance deficit early in education and that the NAS has the potential to be a reliable assessment of children’s numeracy apprehension. This empirical reinforces that the early years of education are the origins of mathematics anxiety, in the form of numeracy apprehension

The Impact of Children’s Connection to Nature: A Report for the Royal Society for the Protection of Birds (RSPB)

Connecting with nature should be part of every child’s life as it has the potential to aid nature’s revival while benefiting the child. To embed nature connection within our social norms, there is a need to be able to understand the benefits and set targets for levels of nature connection. This report presents findings on the impact of connection to nature from a survey of 775 children, using the child as the unit of analysis, rather than aggregated data. The results demonstrated that children who were more connected to nature had significantly higher English attainment, although this wasn’t repeated for Mathematics. Further, the 1.5 Connection to Nature Index (CNI) level was found to be a significant threshold across other measures, with those children with a CNI of 1.5 or above having significantly higher health, life satisfaction, pro-environmental behaviours and pro-nature behaviours. The analysis found strong correlations between CNI and pro-nature behaviours and pro-environmental behavior. A positive correlation was also evident between CNI and days spent outdoors and days spent in nature over the past week, suggesting that the more time spent in nature is associated with child’s connection to nature. Finally, weak correlations were found between connection to nature, health and life satisfaction. When more refined attainment results for English were explored, (n = 512) further weak correlations were found between English attainment and attendance, English and life satisfaction, and between English attainment and connection to nature. There are a multitude of factors associated with a child’s English attainment, so, although the correlations are weak, it is noteworthy that connection to nature is as important to children’s achievement in English as life satisfaction and attendance at school

Developing badge eco-systems to support engagement in class-based and online learning

Abstract Background Badges enable academic and non-academic learners to collect and display their achievements and to enhance their training and qualification repertoire. To support engagement in class-based and online modules we have introduced badge ecosystems backed up by University quality assurance procedures. This paper presents two case studies which exemplify the application of badges at the University of Derby and the possibilities for future developments of badge ecosystems. Class-based: Forensic anthropology/Osteology A sequence of badges in the Forensic Anthropology module was implemented to support students as they develop their understanding of osteology and anatomy. In this context, the implementation of badges relies on the use of learning outcomes that support learning and the assessment of practical knowledge as well as student’s ability to observe key features in the subject. Online MOOCs The University of Derby (UoD) have incorporated badges in a series of MOOCs that include: “Bridging the Dementia Divide: Supporting People Living with Dementia (2015); Digital.Me: Managing your Digital Self (2015); Operations Management (2016); a re-run of Supporting People Living with Dementia (2016) and Autism, Asperger’s and ADHD (2016). Throughout these, badges were used to reward degrees of completion and have an association with a favourable average completion rate across four of the MOOCs. The use of badges at the University has been led by academics staff and the Innovation Hub as part of a Badges Working Group. The innovative approaches to badges and badge ecosystems have been supported by the development of a University infrastructure for badge development including: • Schema to back-up micro-credentialing • Quality assurance processes and • University badge server The UoD Working Badges Group and Quality Assurance The use of digital badges supported by the University’s quality framework means that we are rewarding meaningful learning, have increased badge credibility with our own badge server for issuing badges. In this way we have assured the integrity of the badges not just being University of Derby by branding but through the University as the issuing organization. Conclusion The UoD has incorporated badges to provide recognition for the learning, achievements and contributions of our class-based and MOOC learners, and the credibility of our badges will increase further as we move towards further implementation by academics and departments through the use of the badge framework. This could allow our digital credentials to be used by partners and other educational institutions and will act as an incentive for the UoD to continue its focus on badge development, quality and credibility

Exploring the factors associated with MOOC engagement, retention and the wider benefits for learners

Massive Open Online Courses (MOOCs) have and continue to change the way in which nontraditional learners' access education. Although the free element of these has been linked to low completion rates due to no invested interest, the MOOC platform enables innovative technologies and practices to be trialled. Therefore, rather than attributing varied intentions of learners for high drop-out rates, it is suggested that an increase in completion can be achieved through more focussed pedagogical practices. In this way, it is necessary to understand the wider benefits of MOOC engagement for learners and what factors are key to their engagement and retention. The current research qualitatively analysed open feedback obtained from learners that corresponded to their goals of course participation. The feedback was also matched to categorical data that related to initial course intentions, the value of course materials and activities, the preferred extent of instructor interaction, unit completion and their overall rating of the MOOC. Thematic analysis revealed eight key themes that can be linked to engagement and wider benefits of course participation and widely related to professional and educational development, for example, supplementary learning for undergraduate students. Moreover, the MOOC appeared to have encouraged learners to reevaluate their perspectives of and attitudes towards Dementia and those diagnosed with it, demonstrating another key element of this course. The open feedback revealed that quality assured MOOCs have significant impact on the lives of enrolled learners and pedagogical design and advances in these courses are considered, particularly in relation to collaborative learning. Finally, the application of MOOCs to wider learning and teaching at Higher Education Institutions (HEIs) is discussed, with emphasis placed on the advantages of readily available resources and scope for scholarly activity.N/

A measure of nature connectedness for children and adults: Validation, performance, and insights

With benefits to both human well-being and pro-nature conservation behaviors, nature connectedness is emerging as an important psychological construct for a sustainable future. The growing research and applied and policy-related interests require a straightforward measure of nature connectedness that is suitable for both children and adult populations. To establish the reliability of the new Nature Connection Index (NCI) three factor analyses were conducted. One was based on a large Monitor of Engagement with the Natural Environment (MENE) dataset for adults (n = 3568) with a replication from data sets collected online (n = 553), and a third used MENE data from children (n = 351). To validate the NCI as a measure for nature connectedness an online comparison study (n = 153) included the NCI alongside other established measures. The results showed that the NCI was a reliable and valid scale that offers a short, simple alternative to other measures of nature connectedness, particularly for populations including both children and adults, measured face to face or online. The utility of the NCI is also supported, with variations associated with various pro-environmental and pro-conservation behaviors observed, and importantly the NCI also revealed changes in nature connectedness across the lifespan.N/

The Development of the Numeracy Apprehension Scale for Children Aged 4-7 Years: Qualitative Exploration of Associated Factors and Quantitative Testing

Previous psychological literature has shown mathematics anxiety in older populations to have an association with many factors, including an adverse effect on task performance. However, the origins of mathematics anxiety have, until recently, received limited attention. It is now accepted that this anxiety is rooted within the early educational years, but research has not explored the associated factors in the first formal years of schooling. Based on previous focus groups with children aged 4-7 years, ‘numeracy apprehension’ is suggested in this body of work, as the foundation phase of negative emotions and experiences, in which mathematics anxiety can develop. Building on this research, the first piece of research utilized 2 interviews and 5 focus groups to obtain insight from parents (n=7), teachers (n=9) and mathematics experts (n=2), to explore how children experience numeracy and their observations of children’s attitudes and responses. Thematic and content analysis uncovered a range of factors that characterised children’s numeracy experiences. These included: stigma and peer comparisons; the difficulty of numeracy and persistent failure; a low sense of ability; feelings of inadequacy; peer evaluation; transference of teacher anxieties; the right or wrong nature of numeracy; parental influences; dependence on peers; avoidance and children being aware of a hierarchy based on numeracy performance. Key themes reflected the focus group findings of children aged 4-7 years. This contributed to an item pool for study 2, to produce a first iteration of the Numeracy Apprehension Scale (NAS) that described day-to-day numeracy lesson situations. This 44-item measure was implemented with 307 children aged 4-7 years, across 4 schools in the U.K. Exploratory factor analysis led to a 26-item iteration of the NAS, with a 2-factor structure of Prospective Numeracy Task Apprehension and On-line Number Apprehension, which related to, for example, observation and evaluation anxiety, worry and teacher anxiety. The results suggested that mathematics anxiety may stem from the initial development of numeracy apprehension and is based on consistent negative experiences throughout an educational career. The 26-item iteration of the NAS was further validated in study 3 with 163 children aged 4-7 years, across 2 schools in the U.K. The construct validity of the scale was tested by comparing scale scores against numeracy performance on a numeracy task to determine whether a relationship between scale and numeracy task scores was evident. Exploratory factor analysis was again conducted and resulted in the current 19-item iteration of the NAS that related to a single factor of On-line Number Apprehension. This related to the experience of an entire numeracy lesson, from first walking in to completing a task and was associated with, for example, explaining an answer to the teacher, making mistakes and getting work wrong. A significant negative correlation was observed between the NAS and numeracy performance scores, suggesting that apprehensive children demonstrate a performance deficit early in education and that the NAS has the potential to be a reliable assessment of children’s numeracy apprehension. This empirical reinforces that the early years of education are the origins of mathematics anxiety, in the form of numeracy apprehension

Acquisition, development and maintenance of maths anxiety in young children

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Student autonomy of feedback format in higher education and perceived functional behaviours for academic development

In the current context of promoting active learning and raising student engagement within Higher Education, an increasing amount of research has looked at pedagogical-based design and factors that contribute to functional behaviours surrounding the interaction and use of academic assessment feedback. However, few studies have considered the perceived influence of student autonomy over feedback format and whether this promotes engagement and academic development. In this study, we recruited level 5 and 6 students (N = 38) on an undergraduate Education Programme (that has consistently implemented student feedback choice) to participate in initial self-reporting and subsequent focus groups ("soft triangulation‟). The findings revealed three core themes: [1] Personalisation – (a) sense of autonomy/involvement, (b) engagement and (c) motivation, [2] Clarity – (d) depth and detail, and [3] Areas for development. Overall, these findings suggest that feedback type – and the inherent option to choose – has a functional impact on academic engagement and development. We discuss these findings in relation to a sense of being valued that was associated with autonomy of choice, a divergence in how and when students engage with feedback, as well as the requirement for academic clarity and provision of formats that support academic development.University of Derby Undergraduate Research Scholarship Scheme (URSS

Further development of the Children’s Mathematics Anxiety Scale UK (CMAS-UK) for ages 4–7 years

There are currently many mathematics anxiety rating scales designed typically for adult and older children populations, yet there remains a lack of assessment tools for younger children ( 0.45) and high internal consistency (α = 0.88). A single factor model of Online Mathematics Anxiety was related to the experience of an entire mathematics lesson, from first entering the classroom to completing a task. A significant negative correlation was observed between the CMAS-UK and mathematics performance scores, suggesting that children who score high for mathematics anxiety tend to score to perform less well on a mathematics task. Subsequent confirmatory factor analysis was conducted to test a range of module structures; the shortened 19-item CMAS-UK was found to have similar model indices as the 26-item model, resulting in the maintenance of the revised scale. To conclude, the 19-item CMAS-UK provides a reliable assessment of children’s mathematics anxiety and has been shown to predict mathematics performance. This research points towards the origins of mathematics anxiety occurring when number is first encountered and supports the utility of the CMAS-UK. Subsequent research in the area should consider and appropriately define an affective component that may underlie mathematics anxiety at older ages. Mathematics anxiety relates to more complex procedures that elude the experiences of younger children and may instead be the result of number-based experiences in the early years of education.N/