Table 5 Post-survey item means and standard deviations

MSLQ Anxiety

When I take a test I think about how poorly I am doing compared with other

4.23

1.75

students.

When I take a test I think about items on other parts of the test I can’t answer.

4.16

1.45

When I take tests I think of the consequences of failing.

4.86

1.44

I have an uneasy, upset feeling when I take an exam.

4.02

1.39

I feel my heart beating fast when I take an exam.

4

1.56

MSLQ Effort

Even when course materials are dull and uninteresting, I manage to keep working

4.47

1.09

until I finish.

MSLQ Help Seeking

Even if I have trouble learning the material in math class, I try to do the work on

4.72

1.17

my own, without help from anyone.

I ask an instructor to clarify concepts I don’t understand well.

3.88

1.33

When I can’t understand the material in a math class, I ask another student in

3.47

1.45

class for help.

MSLQ Metacognitive

During class time I often miss important points because I’m thinking of other things.

3.51

1.28

Self-Regulation

When reading for math class, I make up questions to help focus my reading.

3.37

1.45

When I become confused about something I’m reading for math class, I go back

4.67

1.34

and try to figure it out.

If course readings are difficult to understand, I change the way I read the material.

3.91

1.03

Before I study new course material thoroughly, I often skim it to see how it is

4.26

1.18

organized.

I ask myself questions to make sure I understand the material I have been studying

4.09

1.34

in math class.

I try to change the way I study in order to fit the course requirements and the

3.84

0.99

instructor’s teaching style.

I often find that I have been reading for math class but don’t know what it was all

4.09

1.2

about.

I try to think through a topic and decide what I am supposed to learn from it rather

4.07

1.35

than just reading it over when studying for a math class.

When studying for this course I try to determine which concepts I don’t understand well.

4.63

1.12

When I study for math class, I set goals for myself in order to direct my activities in each

4.02

1.19

study session.

If I get confused taking notes in class, I make sure I sort it out afterwards.

3.95

1.54

When studying for math class I try to determine which concepts I don’t understand well.

4.74

1.01

MSLQ Peer Learning

When studying for math class, I often try to explain the material to a classmate or friend.

3.02

1.64

I try to work with other students from math class to complete the course assignments.

3.05

1.35

MSLQ Time/Study

I usually study in a place where I can concentrate on my course work.

4.79

1.19

Environmental

I make good use of my study time for math class.

4.12

1.26

Management

I find it hard to stick to a study schedule.

3.98

1.39

I have a regular place set aside for studying.

4.35

1.38

I make sure that I keep up with the weekly readings and assignments for math class.

4.33

1.03

When taking a math class, I attend class regularly.

5.09

1.03

I often find that I don’t spend very much time on math classwork because of other activities.

3.81

1.33

I rarely find time to review my notes or readings before an exam.

2.98

1.36

ATTAS attitude

Working with the tutoring system was fun.

2.23

1.39

I liked working with the tutoring system.

2.23

1.43

I think using the tutoring system is a good idea.

2.63

1.6

The tutoring system could make learning more interesting.

2.67

1.47

UTUAT effort

The tutoring system makes sense and I could understand it.

2.56

1.42

expectancy

I found the tutoring system easy to use.

2.7

1.56

UTUAT learning

I found the tutoring system useful for my learning.

2.42

1.42

expectancy

Using the tutoring system could help me learn more quickly.

2.33

1.44

Using the tutoring system could increase how much studying I could get done.

2.53

1.5

I think the tutoring system could help me learn difficult math concepts.

2.74

1.54

The tutoring system helped me more than I expected.

2.28

1.34