› › Exploring Mathematics Self Efficacy Over Variable Time Periods Using Algebra I Common Assessment Scores Algebra Ii Mid Term Grades And Advanced Level Mathematics Course Selection Choice Making

Exploring Mathematics Self-efficacy Over Variable Time Periods, Using Algebra I Common Assessment Scores, Algebra II Mid-term Grades, and Advanced-level Mathematics Course Selection Choice-making

Author : Chezley Nanette Banister-Neth

Publisher :

Page : 142 pages

File Size : 31,41 MB

Release : 2012

Category : Mathematics

ISBN :

Get eBook

Book Description

ABSTRACT: Using social cognitive theory and the construct of self-efficacy, this study explored the relationship between mathematics self-efficacy over variable time periods, using Algebra I common assessment scores, Algebra I mid-term grades, and advanced level mathematics course selections. The study included 145 ninth-grade students enrolled in Algebra I at a mid-size southwest Alabama high school. Students' mathematics self-efficacy was measured using the Mathematics Self-Efficacy Scale (MSES). Results of this research indicate that mathematics self-efficacy is correlated to mathematics performance over variable time periods. The ultimate use of these results would be to incorporate what has been learned from this research into practical applications that include interventions designed to improve mathematics self-efficacy.



Effects of Evaluative Feedback on Math Self-efficacy, Grade Self-efficacy, and Math Achievement of Ninth Grade Algebra Students: A Longitudinal Approach

Author : Deborah June Burnett Thompson

Publisher :

Page : 237 pages

File Size : 44,41 MB

Release : 2007

Category : Algebra

ISBN : 9780549080282

Get eBook

Book Description

The double-blind study used two intact ninth grade high school Algebra One classes for a total sample size of 46. Within each of the classes the participants were assigned randomly to one of three treatment groups: self-referenced feedback, social-referenced feedback, and a control group. Self-referenced feedback compared the student's performance to his or her previous performances. Social-referenced feedback compared the student's performance to that of the other students in the class. The control group did not receive comparative feedback but innocuous comments such as "study your notes before class."





Methods in Educational Research

Author : Marguerite G. Lodico

Publisher : John Wiley & Sons

Page : 560 pages

File Size : 29,96 MB

Release : 2010-04-07

Category : Psychology

ISBN : 0470588691

Get eBook

Book Description

Methods in Educational Research Methods in Educational Research is designed to prepare students for the real world of educational research. It focuses on scientifically-based methods, school accountability, and the professional demands of the twenty-first century, empowering researchers to take an active role in conducting research in their classrooms, districts, and the greater educational community. Like the first edition, this edition helps students, educators, and researchers develop a broad and deep understanding of research methodologies. It includes substantial new content on the impact of No Child Left Behind legislation, school reform, quantitative and qualitative methodologies, logic modeling, action research, and other areas. Special features to assist the teaching and learning processes include vignettes illustrating research tied to practice, suggested readings at the end of each chapter, and discussion questions to reinforce chapter content. Praise for the Previous Edition "A new attempt to make this subject more relevant and appealing to students. Most striking is how useful this book is because it is really grounded in educational research. It is very well written and quite relevant for educational researchers or for the student hoping to become one." -PsycCRITIQUES/American Psychological Association "I applaud the authors for their attempt to cover a wide range of material. The straightforward language of the book helps make the material understandable for readers." -Journal of MultiDisciplinary Evaluation



The Effects of Online Homework on Achievement and Self-efficacy of College Algebra Students

Author : David Shane Brewer

Publisher :

Page : 416 pages

File Size : 19,32 MB

Release : 2009

Category : Distance education

ISBN :

Get eBook

Book Description

This study compared the effectiveness, in terms of mathematical achievement and mathematics self-efficacy, of online homework to textbook homework over an entire semester for 145 students enrolled in multiple sections of college algebra at a large community college. A quasi-experimental, posttest design was used to analyze the effect on mathematical achievement, as measured by a final exam. A pretest-posttest design was used to analyze the effect on mathematics self-efficacy, as measured by the Mathematics Self-efficacy Scale. The control group completed their homework using the textbook and the treatment group completed similar homework using an online homework system developed by the textbook publisher. All class sections followed a common syllabus, schedule, and homework list and completed a common, departmental final exam. Classroom observations were also used as a way to establish the similarity between groups. The results of the study found that while the treatment group generally scored higher on the final exam, no significant difference existed between the mathematical achievement of the control and treatment groups. Both the control and treatment group did experience significant improvements in their mathematics self-efficacy, but neither group demonstrated more improvement than the other. When students were divided based on incoming math skill level, analysis showed that low-skilled students who used online homework exhibited significantly higher mathematical achievement than low-skilled students who used textbook homework. Exploratory analysis also showed that more students with low incoming skill levels and more repeating students received a passing grade when using online homework than did their higher-skilled, first-time counterparts, although the differences were not significant. Based on this study it appears as if online homework is just as effective as textbook homework in helping students learn college algebra and in improving students' mathematics self-efficacy. Online homework may be even more effective for helping the large population of college algebra students who enroll in the course with inadequate prerequisite math skills. Instructors and researchers should consider the possibility that online homework can successfully help certain populations of students develop understanding better than traditional approaches. This study has implications for mathematics instructors and for online homework system developers.



Principles to Actions

Author : National Council of Teachers of Mathematics

Publisher : National Council of Teachers of Mathematics, Incorporated

Page : 139 pages

File Size : 50,24 MB

Release : 2014-02

Category : Curriculum planning

ISBN : 9780873537742

Get eBook

Book Description

This text offers guidance to teachers, mathematics coaches, administrators, parents, and policymakers. This book: provides a research-based description of eight essential mathematics teaching practices ; describes the conditions, structures, and policies that must support the teaching practices ; builds on NCTM's Principles and Standards for School Mathematics and supports implementation of the Common Core State Standards for Mathematics to attain much higher levels of mathematics achievement for all students ; identifies obstacles, unproductive and productive beliefs, and key actions that must be understood, acknowledged, and addressed by all stakeholders ; encourages teachers of mathematics to engage students in mathematical thinking, reasoning, and sense making to significantly strengthen teaching and learning.



The Effects of an Intervention on Students' Math Self-efficacy, Practices, and Achievement

Author : Melinda K. Ensinger

Publisher :

Page : 0 pages

File Size : 23,64 MB

Release : 2023

Category : Educational films

ISBN :

Get eBook

Book Description

The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.



The Impact of Preparedness, Self-efficacy, and Math Anxiety on the Success of African American Males in Developmental Mathematics at a Community College

Author : Vincent M. Bates

Publisher :

Page : 179 pages

File Size : 27,97 MB

Release : 2007

Category :

ISBN : 9781109962901

Get eBook

Book Description

If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.



Catalyzing Change in High School Mathematics

Author :

Publisher :

Page : pages

File Size : 32,80 MB

Release : 2018

Category : Mathematics

ISBN : 9781680540154

Get eBook

Book Description

Catalyzing Change in High School Mathematics : Initiating Critical Conversations is written for classroom teachers; counselors, coaches, specialists, and instructional leaders; school, district, and state administrators; curriculum developers; and policymakers at all levels with the goal of beginning a serious discussion of the issues for high school mathematics that are outlined in this document.--



Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College

Author : Scott R. Spaniol

Publisher :

Page : 95 pages

File Size : 36,72 MB

Release : 2017

Category : Math anxiety

ISBN :

Get eBook

Book Description

Research suggests that student success in mathematics is positively correlated to math self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community college in the Midwest, developmental math students had a lower pass rate than did college-level math students, but the role of math self-efficacy and math anxiety on these students’ learning was unknown. This causal comparative, correlational study, guided by social cognitive theory and math anxiety research, hypothesized that students in developmental math would have lower levels of math self-efficacy and higher levels of math anxiety, and that significant correlations would exist between course level, selfefficacy, and anxiety. All math students at this setting (N = 1,019) were contacted to complete the self-report Mathematics Self-Efficacy and Anxiety Questionnaire; 32 developmental math and 103 college-level math students returned the survey. A random sample of 32 college-level students was selected to create equal group sizes for the data analyses. Independent samples t-tests revealed no significant differences in self-efficacy and anxiety between the groups. Significant correlations were found for course level, self-efficacy, and anxiety. Lower course level math students reported on average significantly lower levels of self-efficacy and significantly higher levels of anxiety than did upper course level students. A professional development program was created to educate faculty about math self-efficacy and math anxiety and to implement strategies that may increase math self-efficacy and decrease math anxiety over time. This doctoral study has the potential to create social change by offering educators new insight into the role of math self-efficacy and math anxiety in student learning.