英文_ACT_ACT数学成绩与课堂智能手机分心和数学焦虑的关系_34页_786kb

Summary

Background

The report addresses the decline in mathematics score points observed in PISA results, hypothesized to be related to the "shock effect" of COVID-19 and smartphone distractions during class. It references a 2-point decrease in PISA science scores, but ACT mathematics scores also declined (from 20.4 to 19.0 between 2019 and 2023). Additionally, higher levels of math anxiety may contribute to performance declines.

Objectives

This study aimed to explore:

1. The relationship between smartphone distractions in mathematics and science classes and corresponding ACT mathematics and science test performance.
2. The relationship between mathematics and science anxiety and ACT performance.

Methodology

Data were collected from a stratified random sample of high school students in Grades 9-12 taking or planning to take the ACT in December 2023, February 2024, or the April 2024 test (response rate of 7%). Surveys assessed classroom smartphone distractions and math/science anxiety. Regression analyses were used to examine relationships between these factors and ACT scores, controlling for student background variables such as gender, race/ethnicity, family income, high school GPA, course enrollment, and achievement level. Mean comparisons were also conducted across different distraction and anxiety levels.

Key Findings

• Mathematics:
  • Smartphone distractions from students' or others' phones had a statistically significant negative relationship with ACT mathematics scores, with estimated score decreases of -0.42 to -0.70 scale points per unit increase in distraction frequency, even after controlling for background variables.
  • Mathematics anxiety (both learning and evaluation anxiety) showed significant negative relationships with ACT math scores, with expected decreases of -0.32 to -0.24 scale points per unit increase in anxiety.
• Science:
  • ACT science scores showed medium to strong negative relationships with smartphone distractions and learning science anxiety, but these relationships were weaker and less statistically robust than for mathematics.
  • Science evaluation anxiety did not show a statistically significant negative relationship with ACT science scores.

Overall, findings indicate that student background variables were not sufficient to eliminate the negative relationships between classroom distractions, anxiety, and test performance.

Discussion and Implications

The results suggest that policies limiting smartphone use in classrooms and strategies to reduce math and science anxiety could improve student performance on standardized tests. However, the absence of established causality means interventions should be approached cautiously. The study highlights the impact of distractions and anxiety in the context of post-pandemic academic challenges.

Limitations

The high response rate (7%) and nonrandom sampling may limit generalizability, as respondents tend to be higher-achieving, female, and from visible minority groups. Adjustments were made, but biases may exist.

Conclusion

Smartphone distractions and anxiety in mathematics and science subjects are significantly associated with declining performance on standardized tests, underscoring the need for targeted educational interventions to address these factors and support student success.