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

Author : Melinda K. Ensinger

Publisher :

Page : 0 pages

File Size : 42,33 MB

Release : 2023

Category : Educational films

ISBN :

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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.





Mouse and Elephant

Author : William Fitzgerald

Publisher :

Page : 136 pages

File Size : 32,10 MB

Release : 1991

Category : Activity programs in education

ISBN : 9780201287592

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A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students' Self Efficacy and Valuing of Mathematics

Author : Meredith McKinsey Jones

Publisher :

Page : pages

File Size : 22,54 MB

Release : 2015

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ISBN :

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Female students are underrepresented in science, technology, engineering and mathematics majors and careers despite indicators of comparable performance. The purpose of the present study is to examine the implications of teacher-reported performance goal practices on students' mathematics self-efficacy, valuing of mathematics, and mathematics achievement. Previous research has shown that performance goal practices may affect these student variables; however, this has not been explored extensively with regard to gender differences or at the elementary-school level. Data were collected from a sample of 692 students located in three school districts in southeastern Texas. Students were eligible for participation if they scored below the median score on a district-administered early literacy assessment. Students' mathematics self-efficacy and valuing of mathematics were assessed through self-report questionnaires. Mathematics achievement was assessed through an individually-administered achievement test. Classroom performance goal practices were assessed through a teacher self-report. Analyses were conducted using hierarchical linear modeling to account for classroom-level effects on student-level outcomes. Results indicated that gender differences in students' mathematics self-efficacy emerged at grade 4 and were also evident at grade 5, with male students reporting significantly higher mathematics self-efficacy at grades 4 and 5. There were no statistically significant gender differences in students' valuing of mathematics across grades 3-5. Results indicated that performance goal practices did not exert any statistically significant effects on student-level outcomes. At the same time, consistent with prior research, students' mathematics self-efficacy was found to be a significant predictor of mathematics achievement, when controlling for achievement during the prior school year. Implications and future research directions are discussed. The electronic version of this dissertation is accessible from http://hdl.handle.net/1969.1/155444



Reciprocal Partnership

Author : Kerry Kwan

Publisher :

Page : pages

File Size : 34,95 MB

Release : 2016

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Community colleges are calling to support students who are at risk of restricting their career options because they do not have the mathematical groundings to pursue math-related careers. In response, I conceptualize a mathematics intervention program namely, Reciprocal Partnership, which is defined as the collaboration of student dyads to engage in reciprocal learning and teaching under the influence of constructive and collaborative environments that are structured by the Three Learning Situations framework. Reciprocal Partnership is proposed to enrich college students in their mathematical learning and to support their social development during their secondary-tertiary transition for mathematics knowledge and skills are strongly correlated with studentsâ college success and career aspiration. Therefrom, the purpose of this research is to investigate the effect of Reciprocal Partnership on the mathematics self-efficacy and achievement of first- and second-semester college students through a mixed methods approach. It also examines the structure of Reciprocal Partnership to inform the design of effective intervention programs for mathematical learning. Data from final examination grade, and pre- and post-surveys were analyzed through descriptive and inferential statistics, and were used to cross-validate findings from semi-structured interviews. Quantitative results reveal significant effect of Reciprocal Partnership on the mathematics self-efficacy of only students in the first semester, and no significant effect on the mathematics achievement of both students in the first and second semester. However, qualitative results identify a number of benefits for both groups of students such as gains in mathematical knowledge and skill, confidence, motivation, social connection, and comfort. Results from this study suggest the emphasis of mathematics intervention programs on all three learning situations (exploratory, explanatory, and extensional) over only the explanatory situation to maximize learning outcomes.





Effects on Students' Self-efficacy in a Mathematics Bridge Program

Author : Cristella Rivera Diaz

Publisher :

Page : 300 pages

File Size : 36,23 MB

Release : 2019

Category : Academic achievement

ISBN :

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Many beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students' self-efficacy for accomplishing mathematics tasks was increased after participating in a mathematics bridge program. The study also explored whether students gained more self-efficacy as a result of participating in an enhanced intervention designed to increase mathematics self-efficacy. Participants included 246 community college students placed into a developmental mathematics course and subsequently enrolled in the college's mathematics bridge program. The bridge program was designed to provide a one-week review session on high school mathematics topics with the goal of students placing into higher-level courses at the end of the session. A survey measuring mathematics self-efficacy was administered to participants both at the beginning and at the end of the bridge program in order to measure the change in math self-efficacy for each participant. The subsequent statistical analysis included a two-way mixed ANOVA focusing on effects of time, group (traditional intervention group or enhanced intervention group), and first-generation student status (first-generation, continuing-generation, or unknown) to examine if students experienced an increase in self-efficacy upon completion of the bridge program. Students provided open-ended responses to the question, "What did you find most helpful about the Math Refresher course?" A content analysis determined the themes that emerged from the data. Students had a significant increase in self-efficacy (p



Writing and Motivation

Author : Suzanne Hidi

Publisher : BRILL

Page : 346 pages

File Size : 13,13 MB

Release : 2006-11-01

Category : Education

ISBN : 1849508216

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Book Description

The aim of this volume is to bring together contributions from international research on writing and motivation. It not only addresses the basic question of how motivation to write can be fostered, but also provides analyses of conceptual and theoretical issues at the intersection of the topics of motivation and writing. What emerges from the various chapters is that the motivational aspects of writing represent a rich, productive and partially still unexplored research field. This volume is a step in the direction of a more systematic analysis of the problems as well as an effort to present and compare various models, perspectives and methods of motivation and writing. It addresses the implications of writing instruction based on the 2 main approaches to writing research: cognitive and socio-cultural. It provides systematic analysis of the various models, perspectives, and methods of motivation and writing. It brings together the international research available in this burgeoning field.



Psychological Studies in the Teaching, Learning and Assessment of Mathematics

Author : Yiming Cao

Publisher : Frontiers Media SA

Page : 408 pages

File Size : 41,1 MB

Release : 2024-05-31

Category : Science

ISBN : 2832546900

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Book Description

There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.