ACT数学成绩与课堂智能手机分心和数学焦虑的关系（英）

ACT Research | Issue Brief | March 2025 1 How ACT Mathematics Performance Is Related to Classroom Smartphone Distractions and Mathematics Anxiety Jeff Schiel Summary Recent results from large-scale testing programs (e.g., the ACT® test, Programme for International Student Assessment) show declines over time in high school students’ mathematics performance. Such declines can be concerning for many, including students, parents, and educators. Several factors could be related to mathematics performance declines, including the COVID-19 pandemic, technology distractions in mathematics classes, and mathematics anxiety. This study investigated the relationship between ACT mathematics scores and two factors: distractions from smartphones in mathematics classes and mathematics anxiety. Key findings from the study are described briefly below. Distractions from smartphones in mathematics classes—whether from a student’s ownsmartphone or from the smartphones of other students—were found to have a significantnegative relationship with subsequent performance on the ACT mathematics test, evenwhen the study controlled for important student background variables (e.g., gender,race/ethnicity, high school GPA, number of high school mathematics courses taken).Mathematics learning anxiety and mathematics evaluation anxiety were both significantlyand negatively related to ACT mathematics performance. This was evident even whenstudent background variables were controlled for.Mathematics is not the only subject for which domain-specific anxiety might be of concern.Performance in science, as measured by the ACT science test, was also found to besignificantly and negatively related to science learning anxiety.Introduction Student performance in mathematics appears to have declined in the past few years. Some evidence of this comes from the 2022 Programme for International Student Assessment (PISA) assessment, which was administered to nearly 700,000 15-year-old students in 81 countries to assess performance in reading, science, and especially mathematics. It was found that the average mathematics score had decreased by almost 15 points since the last assessment, which was in 2018. This decrease is unprecedented; until 2022, no change in the average has ever exceeded 4 points (OECD, 2023). © 2025 by ACT Education Corp. All rights reserved. | R2435ACT Research | Issue Brief | March 2025 2 © 2025 by ACT Education Corp. All rights reserved. | R2435 In their report of the PISA results, the Organisation for Economic Co-operation and Development stated that the drop in mathematics score points “to the shock effect of COVID-19 on most countries” (OECD, 2023, p. 27). They also stated, however, that the pandemic might not be the only factor involved, because science performance did not change significantly, on average, between 2018 and 2022. The average PISA science score decreased by only 2 points during this period. Another hypothesis for the decline in mathematics perform