Download or read book The Impact of Perceived Self Efficacy on Mathematics written by Isiaho Benard Omondi and published by LAP Lambert Academic Publishing. This book was released on 2013-01 with total page 116 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study investigated the effect of perceived self-efficacy on low and high achieving students, year level, age and gender in mathematics. The participants in the study were students aged 13-15 years in a secondary school in London. The research investigates how self-efficacy influences mathematics performance in academic settings. The distinctiveness of self-efficacy against other expectancy constructs is highlighted, followed by an exposition of the existing self-efficacy research in mathematics. Findings indicate that highly efficacious students in mathematics perform well than students with low self-efficacy. Self-efficacy is depicted as having a significant effect on mathematics performance and the year level. The study depicts that self-efficacy does not significantly influence age and gender. The measures used in the mathematics questionnaire substantiate the view that particularized or task specific measures of self-efficacy can be combined with the global measures in the explanation and prediction of academic outcomes.

Download or read book Effects of Mathematics Self concept Perceived Self efficacy and Attitudes Toward Statistics on Statistics Achievement written by Susan E. Cashin and published by . This book was released on 1999 with total page 328 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Experience of Learning written by Ference Marton and published by . This book was released on 1997 with total page 294 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book aims to introduce the distinction between deep and surface approaches to studying, and to show how teaching, assessment and the whole learning environment influence how students learn.

Download or read book The Impact of College Students Cultural and Historical Awareness on Their Perceived Mathematics Self efficacy Motivation and Achievement written by Whiting John Wicker and published by . This book was released on 2002 with total page 1182 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Mathematics Self efficacy in Introductory Physics written by Rebecca Johnson and published by . This book was released on 2011 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the 1960's self-efficacy has been a topic of much research within the fields of psychology and education. Defined as peoples' beliefs about their ability to perform specific tasks, it has been shown to positively correlate with performance in the respective tasks. This study extended the research by investigating the effect of students' Perceived Mathematics Self-Efficacy (PMSE) in introductory physics at a liberal arts college. We found that PMSE was not significantly correlated with performance on the exams indicating that students who think they are bad at math have an equal chance at succeeding in the course. However, an observed correlation between in class conceptual questions and PMSE is cause for further investigation.

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 Influence of Self efficacy on Mathematics Performance written by Zephaniah Makokha and published by LAP Lambert Academic Publishing. This book was released on 2014-08-06 with total page 68 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics plays a vital role in many areas of an individual's life. In spite of the role mathematics plays results of the Kenya Certificate of Secondary Education examinations have revealed that although mathematics is a compulsory subject it is one of the poorly performed subjects. Available literature indicates that little has been done to study the role of self-efficacy on mathematics performance in Kenya's secondary schools. The purpose of this study therefore was to establish the influence of self-efficacy on mathematics performance among students in selected public secondary schools in Gilgil Town, Nakuru County, Kenya.The study used an ex-post facto research design and selected 320 students who were randomly selected from 32 public secondary schools in Gilgil town. The target population was form three students. Stratified random sampling was used to get three strata's based on girls only, boys and mixed schools.The study used the SPSS version 22.0 to analyze the data collected.The study established that self efficacy influencing factors which includes; student's social-culture, gender and motivation influences the performance of students in mathematics.

Download or read book Increasing Self Efficacy in Children and Accuracy of Predictions in Mathematically Based Tasks written by Barbara A. Fronczkowski and published by . This book was released on 2000 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: According to the social cognitive theory, self-efficacy is a determinant of the choices made, effort expended, and persistence in the face of a task. Math self-efficacy has been demonstrated to be a predictor of problem solving over divergent kinds of self-evaluation including self-concept. Self-efficacy beliefs mediate the effect of other factors of mathematical performance such as prior experience, problem solving ability and perceived usefulness. High self-efficacy leads to greater levels of confidence when faced with similar tasks in the future. The current project consists of one completed study. The hypothesis states that math exposure through structured play would be effective in raising math self-efficacy beliefs, improving accuracy of reported math self-efficacy, and increasing immediately recorded math skill. In an effort to increase reported self-efficacy beliefs in children, and to increase the accuracy of their reported predictions and skill, the research used a pretest-posttest control group design. The manipulated variable was game exposure. The presence or absence of game exposure had a statistically significant effect on how accurately participants predicted their own ability to do math problems. It was found that participants had higher reported self-efficacy and greater math skill when the hypothesized treatment was present. Further investigation of these variables suggest math skill and reported math efficacy have a positive correlational relationship; participants reporting with a greater math efficacy in the posttest, also demonstrate a greater skill at answering the problems. All results supported the hypothesis and the Increasing Math Self-Efficacy in Children theory of self-efficacy as defined by Bandura (1986 & 1997). Additionally, data on accuracy of predictions add substantial information to a scarce research literature on this topic.

Download or read book Relationship Between Math Self concept Perceived Self efficacy and Attitude Toward Educational Measurement Among College of Education Students at Sultan Qaboos University written by Hussain A. Kharusi and published by . This book was released on 2002 with total page 176 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Effects of Student Self efficacy on Math Performance written by Gary L. Hoopes and published by . This book was released on 2009 with total page 88 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Determining Elementary Students Mathematical Self efficacy and Attitudes Towards Mathematics Through Journal Writing written by Tammy M. Greene and published by . This book was released on 2016 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Elementary students' self-efficacy and attitudes towards mathematics can be challenging to measure. Bandura (1997) describes perceived self-efficacy as "not a measure of the skills one has but a belief about what one can do under different sets of conditions with whatever skills one possesses" (p. 37). Attitudes in the educational setting represent a desired outcome relative to a specific target (McCoach, Gable, & Madura, 2013). Efficacy and attitudes continue to influence educational attainments (Bandura, 1997). This sequential mixed-methods study explored grade 5 students' mathematical self-efficacy and enjoyment, after implementing a 10-week journal writing treatment. The research questions were: 1. Is there a difference between students exposed to journal writing and not exposed, after controlling for initial differences on the pre-test, with respect to: mathematical self-efficacy and enjoyment? 2. Is there a difference between male and female students, after controlling for initial differences on the pre-test, with respect to: mathematical self-efficacy and enjoyment? 3. Is there an interaction between gender and treatment group, after controlling for initial differences on the pre-test, with respect to: mathematical self-efficacy and enjoyment? 4. How do grade 5 students in the treatment group respond to journal writing prompts regarding affective/attitudinal and dispositions in the content of mathematics? 5. In what ways are gender perspectives revealed through the journal writing responses? The instrument was administered to grade 5 participants in the journal writing treatment group (N=79) at one elementary school and the comparison group (N=51) from a comparable elementary school in the same district who were not exposed to the treatment. Two 2-way ANCOVAs revealed no significant differences (p

Download or read book The Effects of Self efficacy on Teachers and on Elementary Students Academic Achievement in Mathematics and English Language Arts written by Chelsea Ottman and published by . This book was released on 2017 with total page 63 pages. Available in PDF, EPUB and Kindle. Book excerpt: The topic of self-efficacy and academic achievement have been studied for many years, since the term perceived self-efficacy was coined by Albert Bandura in 1994. This research focuses on how self-efficacy beliefs affects the academic achievement of students in the upper elementary grades, as well as how their teachers' self-efficacy beliefs affects the academic achievement of their students. A mixed-methods approach was used in the form of a 20 question survey and interviews based on the answers to the survey. Interviews were also conducted with the classroom teachers. The questionnaires were analyzed by placing questions into groups based on the topic of the question, and the overall answers from the students were graphed to show any similarities in those answers that led to a conclusion. The results of the surveys showed that self efficacy had an effect on the student's academic achievement, and that students who were more confident in their abilities did better in school. [from abstract]

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 College Students Perception of Classroom Influences on Self efficacy in Developmental Math Courses written by Wendy A. Miller and published by . This book was released on 2018 with total page 107 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study expands upon prior self-efficacy research by exploring college students’ perceptions of the instructional approaches that influence their attitudes about math. By focusing on students who previously disclosed a lack of confidence in their ability to learn math, the researcher sought to answer the question: What classroom and instructional strategies do students in developmental math courses perceive as effective in helping them to change their self-efficacy beliefs? The study was conducted using grounded theory methodology, using semi-structured interviews that were audio recorded and transcribed. The researcher used line-by-line open coding to summarize and categorize the resulting data, followed by focused coding to reveal key themes: (a) breaking it down/building it up, (b) caring & coaching, (c) creating a safe environment, and (d) enabling small victories. The participants in this study described instructional strategies and interpersonal connections that allowed them to experience and reflect on their achievements in the classroom, which led to a positive shift in their math self-efficacy. Although the sample population was small (7), the findings strongly suggest that developmental math faculty should focus on creating opportunities for students to feel safe, supported, and empowered and to reflect on their own learning.

Download or read book Tracking and Understanding At risk College Students Self efficacy in a Treatment Mathematics Course written by Lauren Renee Cavner Williams and published by . This book was released on 2020 with total page 236 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students enrolled in developmental college courses generally have lower levels of self-efficacy than their counterparts, and this can negatively affect their course performance, motivation, and ability to graduate. The current study focuses on the effects of a treatment course in developmental algebra on students' self-efficacy in mathematics. This course is part of a program that assists students who place into developmental mathematics, English, and reading courses with additional supports and saving students time and money. The perceived effects of the treatment developmental algebra course on students' self-efficacy in mathematics was measured with a standard instrument (the Mathematics Self-Efficacy Scale [MSES]), student journals, student interviews, student grades on course assessments, and the instructor's journal. The MSES was also administered to similar non-treatment students to offer further comparison. Data analysis determined that changes in self-efficacy occurred and were measurable, more so for the treatment group than the control group. Additional analysis points to the reasons that treatment students may attribute to these observed changes in self-efficacy which include opportunities of success and persistence through struggle, a course instructor who is inviting of questions and willing to help students, and peer support from the learning community. Further, data analysis illustrated the level of agreement between the results of the five data sources. Results of this analysis indicate that agreement generally existed between the data sources, but inclusion of journals potentially provides details about the student experience that might have otherwise been lost.

Download or read book Gender Differences in Mathematics written by Ann M. Gallagher and published by Cambridge University Press. This book was released on 2004-12-27 with total page 333 pages. Available in PDF, EPUB and Kindle. Book excerpt: Females consistently score lower than males on standardized tests of mathematics - yet no such differences exist in the classroom. These differences are not trivial, nor are they insignificant. Test scores help determine entrance to college and graduate school and therefore, by extension, a person's job and future success. If females receive lower test scores then they also receive fewer opportunities. Why does this discrepancy exist? This book presents a series of papers that address these issues by integrating the latest research findings and theories. Authors such as Diane Halpern, Jacquelynne Eccles, Beth Casey, Ronald Nuttal, James Byrnes, and Frank Pajares tackle these questions from a variety of perspectives. Many different branches of psychology are represented, including cognitive, social, personality/self-oriented, and psychobiological. The editors then present an integrative chapter that discusses the ideas presented and other areas that the field should explore.

Download or read book Middle School Mathematics and Self efficacy at a Southeastern Massachusetts Middle School written by Melanie R. Gates and published by . This book was released on 2014 with total page 131 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this case study was to determine the impact of the implementation of a middle school mathematics program had upon students' mathematics self-efficacy. Additionally, this study sought to understand what aspects of the program had the most significant impact on the students' mathematics self-efficacy. The mathematics program used in the study is called digits. A convenience sample of 112 students who had used the mathematics program for almost one academic year took a survey that contained all 24 items from Sources of Middle School Mathematics Self-efficacy Scale (SMSMSS) (Usher and Pajares, 2009) and 3 items related to the mathematics program that were developed by the researcher. Descriptive statistics were utilized to analyze the survey data. The results of the survey allowed for identifying students as having high and low self-efficacy. Focus groups were held after the students took the survey. At each grade level there was a student group with high self-efficacy and low self-efficacy that partook in a focus group. The mathematics teachers also participated in the focus group. There were 37 students and 11 teachers who participated in the focus groups. The quantitative and qualitative data were analyzed to determine the perceived impact of the mathematics program and to determine themes and relationships between the components of the program that impact students' mathematics self-efficacy. There was a direct and positive relationship between students' mathematics self-efficacy and their liking of digits. Overall most students feel more positive about learning math and feel more confident in their ability to learn new math skills as a results of the mathematics program. Teachers, however, found mixed results regarding students' feelings about the mathematics program. Students and teachers identified the same components of the program that impacted how they feel about mathematics. The online homework was the most important component because of the immediate feedback and the multiple opportunities to get homework problems correct.