Academic capstone projects demonstrate mastery of instructional design principles through rigorous research and practical application. This project showcases the complete ADDIE model implementation in an educational setting.
My Master of Science in Education capstone project: "Trigonometric Functions & Math Anxiety." This comprehensive project demonstrates the full instructional design process from initial analysis through evaluation, focused on addressing math anxiety in trigonometry education.
This capstone project showcases my ability to:
Apply research-based instructional design principles
Address complex educational challenges through systematic design
Demonstrate mastery of the complete ADDIE model
Integrate academic theory with practical application
Meet AECT Standards for instructional technology professionals
The capstone project addresses math anxiety in trigonometry education through the development of the "Thinking Bad Math" training module. The project demonstrates comprehensive application of instructional design methodology to tackle an authentic educational problem.
Target Audience: High school and college students taking trigonometry
Problem Focus: Math anxiety impedes learning and creates barriers to trigonometric understanding
Solution: Research-based training module addressing underlying causes and effects of math anxiety
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Problem 1: Math Anxiety Barriers
Students approach trigonometry with preconceived fears about math difficulty
Negative emotions interfere with cognitive processing
Self-concept issues compound learning difficulties
Problem 2: Educational Gap
Limited awareness of math anxiety as a legitimate learning barrier
Few interventions specifically designed for trigonometry contexts
Need for evidence-based approaches to anxiety reduction
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Analysis Phase: Comprehensive needs analysis identifying math anxiety factors and target population characteristics
Design Phase: Research-based instructional design incorporating:
Four conceptual factors of math anxiety (Cognitive, Physiological, Physical, Environmental)
Interactive elements addressing self-concept and learner achievement
Evidence-based strategies for anxiety intervention
Development Phase: Created using Adobe Captivate v7 and published to SCORM Cloud, featuring:
Interactive scenarios and knowledge checks
Visual representations of mathematical concepts
Self-paced learning with built-in reflection opportunities
Implementation Phase: Deployed to 15 learners with comprehensive assessment protocol including:
Pre-interview assessments
Abbreviated Mathematics Anxiety Rating Scale (A-MARS) Questionnaire
Attitudes Toward Mathematics Inventory (ATMI) Survey
Post-interview evaluations
Evaluation Phase: Data collection and analysis revealing:
12 of 15 users initially had no recollection of the unit circle
9 users demonstrated symptoms of math anxiety
Measurable improvements in learner confidence and understanding
Scroll down to explore each phase of the ADDIE model in detail.
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