Abstract
This study developed and validated affective domain assessment tools to enhance the programs at the GyeongNam Mathematics Culture Center. The affective domains included perception of mathematics, growth mindset, interest, sense of accomplishment, and self-efficacy, with key factors selected through the Delphi method. The developed tools were administered to elementary and middle school students through preliminary and main tests to verify reliability and validity. The results indicated positive changes in most affective domains, with particularly high scores in sense of accomplishment and situational interest. These results demonstrate that changes in students' affective domains through the Gyeongnam Mathematics Culture Center's summer camp and school experiential math programs can be revealed using the assessment tool developed in this study. However, some limitations were identified in the items measuring perception of mathematics, indicating the need for further revision. This study is expected to serve as a crucial resource for analyzing and improving the effectiveness of the programs at the GyeongNam Mathematics Culture Center.
Published Version
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