STMP framework in teaching mathematics: its effect on students’ anxiety level and mathematics achievement

Abstract

The student, teacher, method, and positive education (STMP) model was developed in this study as a framework to effectively integrate positive education into mathematics instruction and to determine its impact on students’ anxiety and mathematics achievement. The effects of incorporating collaborative and active learning activities in mathematics lessons through the STMP model were investigated. This integrated STMP approach focuses on student learning, teaching strategies, collaborative methods, and concepts of positive education, which can be applied with an intervention module designed for teachers. This study utilized a grounded theory approach to develop this framework based on empirical studies, ensuring its relevance and applicability in mathematics performance and anxiety improvement of students. The STMP model synthesizes established educational theories related to student engagement, teaching methods, strategies, and positive education theories to reduce anxiety and enhance mathematical performance. The Beck Anxiety Inventory (BAI) was utilized to measure the anxiety level of 120 students. The results show that improvement was observed between the pre-test and post-test, indicating that students’ anxiety levels decreased significantly, and their mathematics achievement increased because of this positive education intervention. This study concludes with a strategy designed to enhance the learning environment by fostering positive behavioral changes among students. In general, the STMP model demonstrates a significant impact in reducing anxiety level and enhancing student outcomes in mathematics.