Download or read book Effects of Evaluative Feedback on Math Self efficacy Grade Self efficacy and Math Achievement of Ninth Grade Algebra Students A Longitudinal Approach written by Deborah June Burnett Thompson and published by . This book was released on 2007 with total page 237 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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."
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2008 with total page 732 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Beyond Shanghai and PISA written by Binyan Xu and published by Springer Nature. This book was released on 2021-05-07 with total page 364 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book seeks to illustrate the research on mathematics competencies and disposition in China according to the conceptual development and empirical investigation perspective. Mathematics education in China has a distinguishing feature a focus of attention to mathematical competency. Paradoxically, there has not been an explicit, refined, and measurable evaluation system in place to assess mathematical competency in China. While academic achievement surveys or evaluations are common, these can only give an overall conclusion about mathematical thinking skills or problem solving abilities. In response to this deficiency, China is beginning to carry out national projects that emphasize defining both a conceptual framework on core competencies in school mathematics and developing a corresponding assessment framework. Thus, the main focus of this volume is the current investigations of different mathematics competencies and mathematical disposition of Chinese students, with the aim of promoting interaction between domestic and international student performance assessment, to provide a more comprehensive understanding of mathematics competencies and disposition in mainland China, and to stimulate innovative new directions in research. The primary audience of this volume is the large group of researchers interested in mathematics competencies, mathematics teaching and learning in China, or comparative studies, or the relation of the three. The book will also appeal to teaching trainers or instructors, as well as be an appropriate resource for graduate courses or seminars at either the master’s or doctoral level.
Download or read book Tracking the Longitudinal Effects of Student teacher Trust on Mathematics Self efficacy for High School Students written by Kristin Emilia Harvey and published by . This book was released on 2013 with total page 246 pages. Available in PDF, EPUB and Kindle. Book excerpt: A current national priority is improving secondary school mathematics performance. National initiatives have attempted to help improve student achievement through curricular changes and stringent testing requirements; yet, these initiatives fail to consider the importance of student-teacher relationships in student motivation and achievement. High school students' trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher's competence, benevolence, openness, reliability, and honesty. The aim of my study is to determine the effect of trust in a teacher on student mathematics self-efficacy over the course of a school year, accounting for differences between individual students. The sample consisted of 230 ninth through twelfth grade students (57% girls) from a large high school in central Texas. Students reported their trust in their math teachers and their math self-efficacy at 4 time points. Growth curve modeling was utilized to model the effect of trust on self-efficacy over time. The results indicate that trust predicted self-efficacy over the course of the school year such that for a one point change in trust there was a corresponding .4 point change in self-efficacy. Gender was also a significant predictor of self-efficacy, with girls reporting lower self-efficacy on average. However, girls did not report lower trust, and the relation between trust and self-efficacy was not moderated by gender. Inasmuch as future studies should seek to expand on these findings, this study is an important first step into investigating the link between trust in teachers and self-efficacy. The results of this study serve to inform teachers, researchers, and policy makers of the importance of recognizing student-teacher relationships as an important factor in building student confidence and motivation.
Download or read book 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 written by Chezley Nanette Banister-Neth and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of an Intervention on Students Math Self efficacy Practices and Achievement written by Melinda K. Ensinger and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book A Longitudinal Examination of the Effects of Performance Goal Practices on Female Students Self Efficacy and Valuing of Mathematics written by Meredith McKinsey Jones and published by . This book was released on 2015 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book The Effects of Online Homework on Achievement and Self efficacy of College Algebra Students written by David Shane Brewer and published by . This book was released on 2009 with total page 416 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Impact of Student Self beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School written by Nathan Andrew Hawk and published by . This book was released on 2021 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Download or read book Resources in Education written by and published by . This book was released on 1998 with total page 320 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Feedback on E mail Journal Writing of Ninth Grade Algebra Students Achievement and Attitudes Toward Mathematics written by Kimberly Horton and published by . This book was released on 2002 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Comprehensive Dissertation Index written by and published by . This book was released on 1989 with total page 780 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Effects of Different Evaluative Feedback on Student s Self Efficacy in Learning written by Song'en Chen and published by Open Dissertation Press. This book was released on 2017-01-27 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation, "The Effects of Different Evaluative Feedback on Student's Self-efficacy in Learning" by Song'en, Chen, 陳頌恩, was obtained from The University of Hong Kong (Pokfulam, Hong Kong) and is being sold pursuant to Creative Commons: Attribution 3.0 Hong Kong License. The content of this dissertation has not been altered in any way. We have altered the formatting in order to facilitate the ease of printing and reading of the dissertation. All rights not granted by the above license are retained by the author. Abstract: 2 Abstract for thesis entitled "The Effects of Different Evaluative Feedback on Student's Self-Efficacy in Learning" Submitted by Chan Chung Yan, Joanne for the degree of Doctor of Philosophy at The University of Hong Kong in June 2006 Self-efficacy is an individual's perceived capability to perform a specific task. In Bandura's self-efficacy theory, four sources of self-efficacy have been identified including enactive mastery experience, vicarious experience, social persuasion, physiological and affective states. In educational settings, students' self-efficacy is a key component that enables academic success and teachers play an important role in shaping students' self-efficacy. Through their evaluative feedback, teachers define mastery experience and provide social feedback to students. The main goal of this research is to shed light on how teachers can shape students' self-efficacy in vocabulary acquisition through the evaluative feedback they provide. The selection of evaluative feedback is based on the common practices employed by teachers, including summative feedback, formative feedback, norm-referenced feedback, and self-referenced feedback. The choice of vocabulary acquisition task as the target of investigation serves a practical purpose as vocabulary building is one of the fundamentals of language acquisition and a prerequisite for academic achievement. Having a strong command of vocabulary can enhance students' capabilities in both reading and writing. To maximize internal and external validities, this research used controlled experiments within real classroom settings. The 3 current research comprises of two studies that compared effects of four types of evaluative feedback on students' vocabulary acquisition self-efficacy. In Study 1, a random sample of Grade 8 students (N=79) received training and tests on using prefixes. The results of the tests were designed to induce a failure situation. Every student then received either formative or summative feedback. Students were asked to fill out two questionnaires with regard to self-efficacy. The results showed that summative feedback was more harmful to students' self-efficacy than formative feedback. The implication is that the difference in evaluative feedback had an impact on students' perception of their self-efficacy even though both groups of students evaluated both the quality of instruction and the learning environment as the same, and also encountered the same academic setback in terms of the number of correct answers they got. In Study 2, a random sample of Grade 7 students (N=77) went through similar procedures as in Study 1 except that students received either self-referenced or norm-referenced feedback. The results showed that while students in the self-referenced feedback condition experienced an overall increase in self-efficacy, those in the norm-referenced feedback condition showed a decrease. The implication is that self-referenced feedback was more beneficial to students' self-efficacy than norm-referenced feedback. Implications for efforts to revise the assessment system are discussed. The outcome of this research can provide educators and teachers with information on how to structure academic contexts that would be beneficial to students' self-efficacy, which in turn will enhance their learning motivation and achievement outcomes. (439 words) DOI: 10.5353/th_b3709991 Subjects:
Download or read book The Impact of Self efficacy in Mathematics on Urban High School Graduates Math Performance written by Mustapha Benaoui and published by . This book was released on 2016 with total page 169 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study, which used quantitative survey data, was to examine the extent to which the four sources of self-efficacy (i.e., performance experiences, vicarious experiences, verbal persuasion, and physiological and emotional reactions), in the subject of mathematics, correlate with student performance on the mathematics portion of community college placement tests taken by urban high school graduates entering community college. Using SurveyMonkey, a survey was administrated to 191 urban high school graduates taking mathematics placement tests for Massachusetts community colleges. The findings showed that only two of the four sources of self-efficacy, performance experiences and physiological and emotional reactions, were found to be statistically significant factors that influence the performance of recent urban high school graduates on community college mathematics placement tests. The other two sources of self-efficacy, vicarious experiences and verbal persuasion, were found not to be statistically significant factors affecting students' placement test performance. In addition, demographics (gender, ethnicity, and parent's or guardian's level of education) showed mixed findings. Specifically, gender was found to be significantly correlated with students' placement test results, where females were found to be more likely to perform better on placement tests in mathematics than males; however, these findings only occurred after controlling for students' levels of the four sources of self-efficacy. In addition, students' parent's or guardian's level of education was found to be significantly correlated with placement test results; however, this relationship was no longer present after controlling for students' levels of the four sources of self-efficacy. Furthermore, students' ethnicity was found to not be a significant factor in placement test results. Future studies in the area of mathematics test performance should investigate the impact of self-efficacy on other populations, such as a homogeneous group, students in nonurban schools, or students in a private school setting.
Download or read book The Effects of Problem based Learning on the Math Anxiety Self efficacy and Math Achievement of Elementary Students written by and published by . This book was released on 2018 with total page 65 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this research study was to evaluate the effectiveness of problem-based learning on the math anxiety, self-efficacy and math achievement of fifth grade students in a math class. The study was designed to implement problem-based learning in a fifth-grade math class. Data was collected using three research instruments: (a) pre-and-post test results from the District Math Assessments, (b) student interviews with a focus group of six students, and (c) classroom observations. The results from the district math assessments were compared using a paired samples t-test. The responses to the interviews were transcribed and coded in order to locate patterns and themes. Additionally, the classroom observations were coded to analyze patterns in student behaviors and their levels of engagement. An analysis of the data showed that the implementation of the problem-based learning approach does have a significant effect on students' math anxiety, self-efficacy and math achievement"--Page 8.
Download or read book Mental Health and Academic Achievement written by Gwyne Withorn White and published by . This book was released on 2016 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt: Academic success can be considered a core metric by which to measure the relative success of a youth's childhood as the skills conveyed and measured in school are such as to foster positive long-term outcomes. Therefore, all efforts ought to be made towards encouraging this achievement. School success however, is a complex phenomenon shaped by a wide variety of factors and many Latino adolescents are missing opportunities to develop their full potential in the United States educational system. The goal of this project was to present a perspective on students' relationship to their academic outcomes that emphasizes the role of the mental health and self-efficacy of Latino youth towards their learning and academic success. The present study examined the relationship between students' broad mental health risk, general self-efficacy, and achievement outcomes. The district in which this study was conducted has one of the lowest graduation rates in the state of New Jersey (under 60%) and reading and math testing scores ranking below the 15th percentile. The high school was comprised of 1397 students, grades 9 through 12 of whom 485 met criteria for further analysis by virtue of being Latino, completing the Pediatric Symptom Checklist (PSC) and the General Self-Efficacy Scale (GSE) as well as meeting other demographic criteria. The results of this study indicated that mental health risk's impact on academic achievement outcomes are mediated by perceived general self-efficacy. This finding appears most significantly for the relationship between internalizing symptoms and final Language Arts grade as well as GPA. Specifically, the current study found that when an adolescent's self-reported internalizing symptoms go up by 1, the indirect, mediated effect by self-efficacy is that final Language Arts grade goes down by .16 and GPA goes down by .01. Broadly, the effect sizes reflecting these findings are small, but add to the field suggesting that academic self-efficacy is a predictor of school success for Latino students. The findings here offer an important potential area for intervention that can and ought to be explored in furtherance of the goal of encouraging school achievement in at-risk populations.
Download or read book The Effects of Instruction on the Algebra Self efficacies of Prospective Middle Grades Teachers written by Bethany Anne Noblitt and published by . This book was released on 2006 with total page 166 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study used qualitative as well as quantitative research methods to investigate the effects of an algebra content course on the algebra self-efficacies of prospective middle grades teachers. This research was conducted at an urban research university in the Midwest. Surveys of and semi-structured interviews with prospective middle grades teachers and observations of and interviews with the instructor of the algebra content course provided the data. By systematically comparing the algebra self-efficacies with which prospective middle grades teachers entered the mathematics content course to the algebra self-efficacies with which they exited the course, along with examining the ways in which self-efficacy was addressed by the instruction of the mathematics content course, this research provides insight into the development of the algebra self-efficacies of prospective middle grades teachers and the role that the instruction of a mathematics content course played in that development. The prospective teachers had medium-level perceived self-efficacies upon entering the course and exiting the course. There was no statistical difference between the pre-course and post-course surveys measuring algebra self-efficacies. The prospective teachers' perceived self-efficacy on algebra tasks did not align with their performance on the tasks. Each of Bandura's (1977) four sources of influence on self-efficacy was observed in the instruction of the algebra content course.
