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 The Effects of Primary Students Mathematics Self efficacy and Beliefs about Intelligence on Their Mathematics Achievement written by Linda Bonne and published by . This book was released on 2012 with total page 584 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 The Effects of a 15 minute Direct Instruction Intervention in the Regular Mathematics Class on Students Mathematical Self efficacy and Achievement written by Rhonda Farkota and published by . This book was released on 2003 with total page 658 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Establishing Growth Mindset Teaching Practices as Part of the Third Grade Math Curriculum to Increase Math Self efficacy Math Mindset and Student Achievement written by Rebecca Ann Castiglione and published by . This book was released on 2019 with total page 132 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed methods action research dissertation examines the effects of implementing growth mindset teaching practices in third grade math as a means to improve student math self-efficacy, math mindset and student achievement. Since the transition to the Pennsylvania Core Standards, students across the state including those in this district have been experiencing a decrease in math achievement in grades three through eight according to the Pennsylvania System of School Assessment (PSSA) the standardized achievement test all public school students take. Locally, traditional interventions such as worksheets, boxed programs, computer-based programs and extra practice have not yielded gains so this intervention focused on developing growth mindset teaching practices in math to answer four research questions. Framed in Dweck's Implicit Theories of Personal Attributes (1995), Bandura's description of self-efficacy (1997) and Hall and Hords' work with teachers in bridging research into practice (2011), this study used Jo Boaler's, Mathematical Mindset (2015) in a book study with the third-grade teachers. The dissertation study analyzed pre and post survey data from the third-grade class (n=57) on both mindset and self-efficacy. The study also analyzed pre and post survey data from the teachers (n=2) on mindset along with pre and post intervention interviews with the teachers. Qualitative and quantitative data analysis revealed the intervention had a positive effect on teacher mindsets and practices, a positive effect on student mindsets and a positive effect on student math self-efficacy. While the study did not reveal the intervention to have a positive impact on student achievement at this time, previous research included in the literature review cites improvement in student achievement through developing growth mindset thinking. This gives reason to predict that with more time, these students will experience improved achievement in math. Implications from this study include that we should train all math teachers in incorporating growth mindset practices, and that administrators should build the bridge between research and practice for teachers as they implement new teaching practices in effort to positively affect student performance.
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 Link Between Teacher Practices and High School Students Mathematics Self efficacy written by Clarence William Johnson (Sr) and published by . This book was released on 2008 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.
Download or read book Reciprocal Partnership written by Kerry Kwan and published by . This book was released on 2016 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Effects of a Constructivist based Fraction Intervention on the Achievement and Self efficacy Beliefs of Low Socio economic Status Students written by Sylvia A. Turner and published by . This book was released on 2011 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effects on Students Self efficacy in a Mathematics Bridge Program written by Cristella Rivera Diaz and published by . This book was released on 2019 with total page 300 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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
Download or read book Psychological Studies in the Teaching Learning and Assessment of Mathematics written by Yiming Cao and published by Frontiers Media SA. This book was released on 2024-05-31 with total page 408 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Knowing What Students Know written by National Research Council and published by National Academies Press. This book was released on 2001-10-27 with total page 383 pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a hot topic. From the stage of presidential debates to tonight's dinner table, it is an issue that most Americans are deeply concerned about. While there are many strategies for improving the educational process, we need a way to find out what works and what doesn't work as well. Educational assessment seeks to determine just how well students are learning and is an integral part of our quest for improved education. The nation is pinning greater expectations on educational assessment than ever before. We look to these assessment tools when documenting whether students and institutions are truly meeting education goals. But we must stop and ask a crucial question: What kind of assessment is most effective? At a time when traditional testing is subject to increasing criticism, research suggests that new, exciting approaches to assessment may be on the horizon. Advances in the sciences of how people learn and how to measure such learning offer the hope of developing new kinds of assessments-assessments that help students succeed in school by making as clear as possible the nature of their accomplishments and the progress of their learning. Knowing What Students Know essentially explains how expanding knowledge in the scientific fields of human learning and educational measurement can form the foundations of an improved approach to assessment. These advances suggest ways that the targets of assessment-what students know and how well they know it-as well as the methods used to make inferences about student learning can be made more valid and instructionally useful. Principles for designing and using these new kinds of assessments are presented, and examples are used to illustrate the principles. Implications for policy, practice, and research are also explored. With the promise of a productive research-based approach to assessment of student learning, Knowing What Students Know will be important to education administrators, assessment designers, teachers and teacher educators, and education advocates.
Download or read book Teaching Mathematics in the Secondary School written by Paul Chambers and published by SAGE. This book was released on 2013-03-31 with total page 298 pages. Available in PDF, EPUB and Kindle. Book excerpt: ′Chambers and Timlin write with clarity and purpose. The authors link the theory of teaching mathematics with simple reflective questions and interesting maths tasks. There is practical advice on planning, assessment and differentiations, amongst other pertinent themes′ -Jacqueline Oldham, PGCE Secondary Mathematics Course Tutor, St Mary′s University College ′This is a very practical guide for learning to teach mathematics for student teachers on all training routes. Chapters are focused and readable but succeed in tackling issues in depth giving the reader strong academic support′ -Anne Haworth, PGCE Secondary Mathematics Course Tutor, University of Manchester This book is an essential companion for anyone training to teach mathematics in secondary education. It offers clear and engaging coverage of all major aspects of mathematics teaching that you will need to engage with in order to successfully train for the classroom. This Second Edition includes: a new chapter exploring different teaching approaches including active learning, effective group work and creative mathematics teaching expanded coverage of assessment, using resources in the classroom and metacognition and learning updated coverage of recent developments in education policy and the 2012 Teachers′ Standards This is essential reading for anyone training to teach secondary mathematics including postgraduate (PGCE, SCITT) and school-based routes into teaching. Free digital resources for extra support is available in the book′s companion website. It includes: Web links and further reading for each chapter A video series of a sample classroom lesson filmed in a real-life setting Visit www.sagepub.co.uk/chamberstimlin
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 Problems as Possibilities written by Linda Torp and published by ASCD. This book was released on 1998 with total page 140 pages. Available in PDF, EPUB and Kindle. Book excerpt: Grade level: 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, k, p, e, i, s, t.
Download or read book Inside the black box written by Paul Black and published by Granada Learning. This book was released on 1998 with total page 24 pages. Available in PDF, EPUB and Kindle. Book excerpt: Offers practical advice on using and improving assessment for learning in the classroom.
Download or read book New Challenges in the Research of Academic Achievement Measures Methods and Results written by Juan Luis Castejon and published by Frontiers Media SA. This book was released on 2021-02-24 with total page 243 pages. Available in PDF, EPUB and Kindle. Book excerpt:
