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A Comparative Analysis Of Mathematics Self Efficacy Of Developmental And Non Developmental College Freshman Mathematics Students
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Book Synopsis A Comparative Analysis of Mathematics Self-efficacy of Developmental and Non-developmental College Freshman Mathematics Students by : James Michael Hall
Download or read book A Comparative Analysis of Mathematics Self-efficacy of Developmental and Non-developmental College Freshman Mathematics Students written by James Michael Hall and published by . This book was released on 2002 with total page 222 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Dissertation Abstracts International by :
Download or read book Dissertation Abstracts International written by and published by . This book was released on 2009 with total page 668 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Tracking and Understanding At-risk College Students' Self-efficacy in a Treatment Mathematics Course by : Lauren Renee Cavner Williams
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.
Book Synopsis Mathematics Self-efficacy of Community College Students in Developmental Mathematics Courses by : David Walker Clutts
Download or read book Mathematics Self-efficacy of Community College Students in Developmental Mathematics Courses written by David Walker Clutts and published by . This book was released on 2010 with total page 150 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics self-efficacy was defined as an individual's beliefs about how he or she would perform a specific math task or in a specific mathematics or related course. Mathematics self-efficacy was differentiated from self-esteem. Previous literature found self-efficacy in general and mathematics self-efficacy in particular to be significantly related to enrollment, retention, and completion. This study used the Mathematics Self-Efficacy Survey to investigate whether age, gender, developmental mathematics course, or developmental mathematics grade were significantly predictive of mathematics self-efficacy among developmental mathematics students course at a Kentucky community college. Multiple linear regression found that none of these variables were statistically significant predictors of mathematics self-efficacy among respondents. The study discussed the resulting implications and made recommendations for future research and practice.
Book Synopsis Contemporary Approaches to Dissertation Development and Research Methods by : Storey, Valerie A.
Download or read book Contemporary Approaches to Dissertation Development and Research Methods written by Storey, Valerie A. and published by IGI Global. This book was released on 2016-06-16 with total page 387 pages. Available in PDF, EPUB and Kindle. Book excerpt: Uncovering the best methods for conducting and writing about research is vital to members of the academic community, especially to those just beginning their careers. In this regard, graduate and post-graduate degree programs are crucial in ensuring that future academic and professional progress will continue. Contemporary Approaches to Dissertation Development and Research Methods is a pivotal reference source that focuses on current models used for doctoral dissertations and how these techniques impact future research and knowledge in various scholarly fields. Featuring innovative perspectives on the design and function of doctoral programs, this book is ideally designed for practitioners, researchers, and academicians.
Book Synopsis Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College by : Scott R. Spaniol
Download or read book Students' Mathematics Self-efficacy, Anxiety, and Course Level at a Community College written by Scott R. Spaniol and published by . This book was released on 2017 with total page 95 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2001 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Comparison of the Cognitive and Personal Development of College-level Mathematics Students and Developmental Mathematics Students at a Community College by : Bridgett Pressley Smith
Download or read book A Comparison of the Cognitive and Personal Development of College-level Mathematics Students and Developmental Mathematics Students at a Community College written by Bridgett Pressley Smith and published by . This book was released on 2010 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Education is a major focal point of individual justice within a free society as well as a central point of human capital for the world. This study compared the cognitive and personal developmental levels of community college students enrolled in developmental-level mathematics courses to students enrolled in college-level mathematics courses. In addition, the effects of age, as well as a variety of demographic differences such as parents’ education, financial aid, and gender on the development of community college students were investigated. The levels of development were based on the following scales: competency, autonomy, identity, and intellectual development. The sources of these scales were Arthur Chickering’s theory on college students’ development and William Perry’s theory of cognitive development. In establishing this causal-comparative design, the independent variables were mathematics level (developmental-level mathematics students versus college-level mathematics students), with a further distinction between age groups (traditional-aged versus adult students). Comparisons among means on the instruments and the various subscales were tested using independent sample t-tests and a series of analysis of variance tests. With this design and combination of variables, three basic null hypotheses were tested: a) There were no significant differences between mean scores on the four inventories of developmental mathematics students versus college-level mathematics students; b) There were no significant differences between mean scores on the four inventories of traditional-aged versus adult community college students; and c) There were no significant differences between additional independent variables tested such as gender, marital status, family background, and method of financing education. Significant differences were found on the following scales and subscales: mobility based on age; identity based on mathematics level; mobility, identity, and intellectual development based on gender; interdependence based on marital status; and competency in mathematics based on employment patterns. The results of this study can be used to recommend appropriate changes in classrooms, instruction, and student services.
Book Synopsis A Quantitative Examination of Community College Students' Self-efficacy Inside Mathematics Pathways by : Kimberley Lee Miller
Download or read book A Quantitative Examination of Community College Students' Self-efficacy Inside Mathematics Pathways written by Kimberley Lee Miller and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this quantitative study was to measure the change in mathematics self-efficacy of students enrolled in a college mathematics course at a community college in Missouri. The change was measured over a single semester as a pre-test and post-test. The timing of this study is significant, given that it follows statewide changes in college mathematics curriculum. The changes made to Missouri college-level mathematics courses were done in an effort to increase student retention and completion of general education mathematics credit in the state, which had been a barrier for graduation. This study outlines how mathematics self-efficacy is one measure that may be used to assess how the new courses impact students. The data from a mathematics self-efficacy survey, administered to students during Fall 2019 and Spring 2021 semesters, were analyzed using descriptive statistics and tested for significance using t-tests and ANOVA. Changes in mathematics self-efficacy were examined based on whether or not the student was enrolled in an optimal mathematics course for their degree, gender, ethnicity, high school grade point average, and overall college mathematics course enrollment. Findings showed that there were significant differences in the change in mathematics self-efficacy based on gender, ethnicity, high school grade point average, developmental math course enrollment, and optimal mathematics pathway course enrollment. Students enrolled in a general education mathematics course for the fall of 2019 had an overall increase in mathematics self-efficacy. Male students showed greater overall mathematics self-efficacy at the start of the semester; gender was a significant factor in how much mathematics self-efficacy changed. White students had an overall significant increase in mathematics self-efficacy. Other groups with a significant increase were students with a high school grade point average of 3.0 or higher and students enrolled in a three credit-hour developmental mathematics course. The COVID-19 pandemic resulted in obstacles that led to less robust data collection following the pandemic. Therefore, the Spring of 2021 data were not sufficient to aid in some of this research study. This research fills a gap in the literature on the mathematics self-efficacy of Missouri mathematics college students, but further research is needed.
Book Synopsis Journal of Developmental Education by :
Download or read book Journal of Developmental Education written by and published by . This book was released on 2012 with total page 390 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Research and Development in University Mathematics Education by : Viviane Durand-Guerrier
Download or read book Research and Development in University Mathematics Education written by Viviane Durand-Guerrier and published by Routledge. This book was released on 2021-04-16 with total page 244 pages. Available in PDF, EPUB and Kindle. Book excerpt: In the last thirty years or so, the need to address the challenges of teaching and learning mathematics at university level has become increasingly appreciated by university mathematics teachers, and beyond, by educational institutions around the world. Indeed, mathematics is both a condition and an obstacle to success for students in many educational programmes vital to the 21st century knowledge society, for example in pure and applied mathematics, engineering, natural sciences, technology, economics, finance, management and so on. This breadth of impact of mathematics implies the urgency of developing research in university mathematics education, and of sharing results of this research widely. This book provides a bespoke opportunity for an international audience of researchers in didactics of mathematics, mathematicians and any teacher or researcher with an interest in this area to be informed about state-of-the-art developments and to heed future research agendas. This book emerged from the activities of the research project INDRUM (acronym for International Network for Didactic Research in University Mathematics), which aims to contribute to the development of research in didactics of mathematics at all levels of tertiary education, with a particular concern for the development of early-career researchers in the field and for dialogue with university mathematicians. The aim of the book is to provide a deep synthesis of the research field as it appears through two INDRUM conferences organised in 2016 and 2018. It is an original contribution which highlights key research perspectives, addresses seminal theoretical and methodological issues and reports substantial results concerning the teaching and learning of mathematics at university level, including the teaching and learning of specific topics in advanced mathematics across a wide range of university programmes.
Book Synopsis A Comparative Study of the Performance of Developmental and Non-developmental Mathematics Students in College Mathematics Courses by : William N. Thomas (Jr.)
Download or read book A Comparative Study of the Performance of Developmental and Non-developmental Mathematics Students in College Mathematics Courses written by William N. Thomas (Jr.) and published by . This book was released on 1984 with total page 62 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Mathematics Self-Efficacy and Flow in Developmental Mathematics Students by : Laura Golnabi
Download or read book Mathematics Self-Efficacy and Flow in Developmental Mathematics Students written by Laura Golnabi and published by . This book was released on 2017 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examined mathematics self-efficacy and the characteristics of flow in the context of performing mathematical tasks. In particular, it explored the subjective experiences of 113 undergraduate students enrolled in a developmental mathematics course while they were independently solving certain mathematical problems. This study supplemented the literature on the role of self-efficacy as a mediator of the effect of the challenge/skill ratio on flow by applying it to the context of mathematical problem solving. This study also expanded the discussion on how findings may indicate a direction for further research on mathematics anxiety. Additionally, the relationship between mathematics self-efficacy and flow-like experiences as measured by the Flow Short Scale was considered.
Book Synopsis A Causal Comparative Analysis of Mathematics Self-efficacy of Face-to-face and Online Quantitative Literacy Students by : LaRonda Lowery
Download or read book A Causal Comparative Analysis of Mathematics Self-efficacy of Face-to-face and Online Quantitative Literacy Students written by LaRonda Lowery and published by . This book was released on 2018 with total page 118 pages. Available in PDF, EPUB and Kindle. Book excerpt: Mathematics self-efficacy has been shown to be a strong predictor of mathematics performance and mixed results have been found when examining the mathematics self-efficacy of face-to-face students based on gender and age. However, there is a lack of research studies that examine if differences exist in the mathematics self-efficacy of face-to-face and online students. The purpose of this ex-post facto causal comparative quantitative study was to determine if differences existed in the mathematics self-efficacy of Quantitative Literacy students, as measured by the Mathematics Self-Efficacy Scale, based on their choice of delivery method (face-to-face or online). Participants for this research study were comprised of select face-to-face and online Quantitative Literacy students at seven North Carolina community colleges. Data were examined using a one-way multivariate analyses of variance (MANOVA) and a statistically significant difference was found in the mathematics task self-efficacy and math-related school subjects’ self-efficacy of students who enrolled in a face-to-face or online Quantitative Literacy course. Online Quantitative Literacy students possessed both a higher mathematics task self-efficacy and math-related school subjects’ self-efficacy. Additional data analyses revealed no statistically significant differences in the mathematics self-efficacy of Quantitative Literacy students based on gender and method of placement (high school multiple measures, placement test scores, and developmental mathematics course completion).
Book Synopsis Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer by : Stephanie Nicole Baker
Download or read book Post Hoc Discernment of Developmental Mathematics Noncognitive Factors and Concept Transfer written by Stephanie Nicole Baker and published by . This book was released on 2016 with total page 666 pages. Available in PDF, EPUB and Kindle. Book excerpt: One purpose of this study was to determine if students in a non-traditional developmental mathematics course improved on five developmental mathematics noncognitive factors—math equanimity, math mindset, math self-efficacy, math belongingness, and college belongingness—believed to be relevant to student success. I also examined if changes in these factors predicted course achievement. Another purpose was to explore whether or not Foundations students would transfer their knowledge to place value problems involving varied bases and contexts. A final purpose was to investigate the utility of then-surveys that retrospectively measure participants’ pre-intervention noncognitive factors. In response to policy pressures to increase completion rates, community colleges are experimenting with research-based strategies that create demand for learning, increase students’ competence valuation, and improve their productive persistence. The New Mathways Project’s Foundations of Mathematical Reasoning course is built around one such strategy. In this exploratory study (N = 597), I investigated the impact of using Foundations on the development of students’ noncognitive factors and on mathematical success. My student measures included: pre-post-then-surveys of noncognitive factors, math course grades, math final exam grades, percent attendance, a place value assessment of transfer, and one-on-one interviews. I used multilevel models to analyze my quantitative research questions and created evidence markers for qualitative analysis of the transfer assessment. I conducted interviews to provide additional insight. Students significantly improved their math equanimity, but had stable, mid-range scores on the other factors. Positive changes in math self-efficacy and low initial math equanimity were associated with higher grades. Pre-surveys of equanimity may be more accurate than then-surveys, but pre-surveys of math mindset, math self-efficacy, and math belongingness may be interchangeable with then-surveys. Contrary to popular findings, the then-surveys did not provide larger estimates of program effects than pre-surveys. Overall, students evidenced minimal transfer. Interviewees exhibited greater changes in noncognitive factors and evidenced more transfer than other students. This study provides valuable information for the potential users of the NMP materials. It contributes to, and points out complications with, transfer research. Lastly, it adds to research on retrospective measures, which are rarely used in mathematics education research.
Book Synopsis Agency and Self-efficacy in Corequisite Math Courses by : Silvia Reyes
Download or read book Agency and Self-efficacy in Corequisite Math Courses written by Silvia Reyes and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Students identified as unprepared for college work face considerable barriers to performance and college completion. To improve underprepared student outcomes, community colleges where most underprepared students enroll are using different models of developmental education. A recently implemented model in mathematics is a corequisite course designed to increase students' chances of success by using different methods of instruction to decrease student time to completion. This corequisite course accelerates students placed in developmental math classes and offers students the opportunity to complete their developmental requirements while taking college-level work and earning college credit. As developmental mathematics poses the biggest barrier for underprepared students, this study examined the corequisite developmental education model of instruction at one community college and students' perception of their math abilities and influence in achieving success in math. Understanding student agency and academic self -efficacy in the learning process can enable students to enact the behaviors that can lead to desired outcomes and student success. Semi-structured interviews, focus groups, documents, and field notes comprised this qualitative methodology.
Book Synopsis The Relationship Between Mathematical Mindset and Mathematics Self-efficacy in Developmental Mathematics Students in Higher Education by : Amber Paula Hansen
Download or read book The Relationship Between Mathematical Mindset and Mathematics Self-efficacy in Developmental Mathematics Students in Higher Education written by Amber Paula Hansen and published by . This book was released on 2016 with total page 49 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to explore the relationship between mathematical self-efficacy and mindset of developmental mathematics students. It also looked to concur with previous research findings showing students' mindsets can change through intervention.
