Abstract
The emergence of the Covid-19 pandemic has transformed the learning system into an online mode, where students' anxiety became the spotlight for educators to create a learning environment that actively engages them. Many educators are competing in maximizing the use of technology to ensure students are engaged in the learning process. The study aims to explore students’ perception of math anxiety through the implementation of Screencast-O-Matic in calculus learning. This study involves 41 students at the university level and is conducted in mixed methods, using statistics and narrative descriptives. Questionnaires and open-ended questions are used to investigate students’ testimonies about the video made by Screencast-O-Matic and their perceptions of math anxiety after learning with the video given. The results showed that the implementation of Screencast-O-Matic video gradually reduces students’ mathematics anxiety during online calculus learning. Screencast-O-Matic offers educators the opportunity to build a web-based lecture learning system in audio-visual media to minimize students' anxiety levels. Furthermore, the most important things to consider while creating an educational video are clarity of message, user-friendliness, good visualization, and easy access to students anytime and anywhere.
Highlights
According to Luttenberger, Wimmer, and Paechter (2018), mathematics anxiety is a relevant global issue that has been carried out through many studies for approximately 60 years (Dowker, Sarkar, & Looi, 2016)
The emergence of the Covid-19 pandemic has transformed the learning system from face-to-face to online, where student anxiety is in the spotlight for educators to create a learning environment that actively engages them
By optimizing Screencast-O-Matic software features, video learning media is created by educators as a breakthrough to deliver knowledge optimally
Summary
According to Luttenberger, Wimmer, and Paechter (2018), mathematics anxiety is a relevant global issue that has been carried out through many studies for approximately 60 years (Dowker, Sarkar, & Looi, 2016). A study conducted by Wigfield and Eccles (1989) revealed that math anxiety contains two common dimensions, namely worry and emotionality. Both dimensions are related to the components of cognitive anxiety as well as feelings of stress and nervousness when faced with mathematical problems, both in school and daily life. Various studies have been carried out with varying solutions to mathematics anxiety at each educational level. A comprehensive study carried out by Wigfield and Eccles (1989) at primary and secondary levels disclosed that the highest mathematics anxiety
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