Effects of Embedded Study-Skills Instruction on High School Students\u27 Attitudes Toward Mathematics

The target school used embedded study skills in Algebra I classes to improve attitudes toward mathematics. The purpose of this sequential, explanatory mixed-methods study was to examine the effect of embedded study-skills instruction on students\u27 attitudes toward mathematics. Metacognitive theory was used for this study\u27s framework. Participants were 28 Grade 9 and 10 students who repeated Algebra I. Quantitative data from the Attitudes Toward Mathematics Inventory assessed students\u27 pre- and post-instruction attitudes toward mathematics in 4 domains. Data were analyzed using 4 independent samples t tests for students who did and did not receive embedded instruction. Qualitative data were collected through a semi structured group interview to explore 6 students\u27 perceptions on how the intervention affected their attitudes toward mathematics. Open and axial coding strategies were used to develop themes. Quantitative results indicated no significant differences in students\u27 attitudes toward mathematics, while qualitative findings supported the use of the intervention to develop students\u27 positive attitudes in mathematics. A recommendation was that educators undergo professional learning opportunities to increase awareness of the impact of embedded study skills on student learning and how to use this instruction in lessons. Positive social change may occur if educators are provided with insight in embedded study skills that could improve students\u27 attitudes toward mathematics, which ultimately may encourage students to study higher level mathematics and to pursue mathematics-based careers