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The Effect Of Project Based Learning On Student Self Efficacy In A Developmental Mathematics Course
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Book Synopsis The Effect of Project-based Learning on Student Self-efficacy in a Developmental Mathematics Course by : Melissa Deutsch
Download or read book The Effect of Project-based Learning on Student Self-efficacy in a Developmental Mathematics Course written by Melissa Deutsch and published by . This book was released on 2017 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Developmental Mathematics Classrooms: Learning Environment, Academic Self-efficacy, and Gender by : Petal L. Sumner
Download or read book Developmental Mathematics Classrooms: Learning Environment, Academic Self-efficacy, and Gender written by Petal L. Sumner and published by . This book was released on 2015 with total page 184 pages. Available in PDF, EPUB and Kindle. Book excerpt: The state of developmental mathematics has been a growing issue for many developmental education programs at community colleges. Developmental mathematics has been viewed as a barrier to the success of students who fail to persist into required college-level mathematics courses. Variables such as students' perceptions of the learning environment and academic self-efficacy have been found to be strong predictors of student outcomes. Therefore, the researcher used quantitative methods to examine the relationships between community college students' perceptions of the learning environment in developmental mathematics classrooms and their ratings of their academic self-efficacy.
Book Synopsis STEM Project-Based Learning by : Robert M. Capraro
Download or read book STEM Project-Based Learning written by Robert M. Capraro and published by Springer Science & Business Media. This book was released on 2013-04-20 with total page 198 pages. Available in PDF, EPUB and Kindle. Book excerpt: This second edition of Project-Based Learning (PBL) presents an original approach to Science, Technology, Engineering and Mathematics (STEM) centric PBL. We define PBL as an “ill-defined task with a well-defined outcome,” which is consistent with our engineering design philosophy and the accountability highlighted in a standards-based environment. This model emphasizes a backward design that is initiated by well-defined outcomes, tied to local, state, or national standard that provide teachers with a framework guiding students’ design, solving, or completion of ill-defined tasks. This book was designed for middle and secondary teachers who want to improve engagement and provide contextualized learning for their students. However, the nature and scope of the content covered in the 14 chapters are appropriate for preservice teachers as well as for advanced graduate method courses. New to this edition is revised and expanded coverage of STEM PBL, including implementing STEM PBL with English Language Learners and the use of technology in PBL. The book also includes many new teacher-friendly forms, such as advanced organizers, team contracts for STEM PBL, and rubrics for assessing PBL in a larger format.
Book Synopsis The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy by :
Download or read book The Effectiveness of Participation in a Project-based Learning Project on At-risk Student Self-Efficacy written by and published by . This book was released on 2016 with total page 84 pages. Available in PDF, EPUB and Kindle. Book excerpt: Project-based learning is a multifaceted approach to teaching in which students explore real-world problems and challenges while working in small collaborative groups. Project-based learning is active and engaging and drives students to obtain a deeper knowledge of the subjects they're studying, and students develop confidence and self-direction as they move through both team-based and independent work. This project endeavored to assess the effect of participation in a project-based learning (PBL) activity of the Wind and Oar Boat School's curriculum on the self-efficacy of at-risk high school students. Twenty students participated in the program for both math and applied arts credits needed to complete their high school graduation requirements. Data were collected using a retrospective pre-then-post survey, participant observations, and semi-structured interviews. To assess student Self-efficacy, the researcher observed six constructs of self-efficacy, those being motivation, problem- solving, resilience, teamwork, confidence, and course skills. The findings were utilized to create student narratives that documented the experiences of the students in the program and provide the student side of the program and the changes that happened because of their participation in the program. Analysis of the retrospective survey confirmed that the students had statistically significant increases in all the constructs of self-efficacy, which was congruent with literature citations, researcher observations, and student interviews.
Author :Joseph S. Krajcik Publisher :McGraw-Hill Humanities, Social Sciences & World Languages ISBN 13 : Total Pages :360 pages Book Rating :4.3/5 (91 download)
Book Synopsis Teaching Children Science by : Joseph S. Krajcik
Download or read book Teaching Children Science written by Joseph S. Krajcik and published by McGraw-Hill Humanities, Social Sciences & World Languages. This book was released on 1999 with total page 360 pages. Available in PDF, EPUB and Kindle. Book excerpt: This brand-new elementary science methods text uses an innovative applied approach and is authored by three leaders in the field. The text takes a constructivist approach and practices this approach by engaging students in reflective thought and investigations.Project-based science engages young learners in exploring authentic, important, and meaningful questions of real concern to students. Through a dynamic process of investigation and collaboration and using the same processes and technologies that real scientists use, students work in teams to formulate questions, make predictions, design investigations, collect and analyze data, make products and share ideas. Students learn fundamental science concepts and principles that they apply to their daily lives. Project-based science helps all students regardless of culture, race, or gender engage in science learning.The book is packed with numerous examples so that the reader can easily understand points that are made throughout the book. Each chapter has activity boxes with experiments that exemplify the project-based approach. The book provides useful tips, charts, diagrams, and tables that illustrate how to get children doing investigations. The text's dynamic teaching methods match all of today's major science education reports including The National Science Education Standards, Project 2061: Science for All Americans, and Benchmarks for Science Literacy.
Book Synopsis Teaching Education for Sustainable Development at University Level by : Walter Leal Filho
Download or read book Teaching Education for Sustainable Development at University Level written by Walter Leal Filho and published by Springer. This book was released on 2016-05-31 with total page 354 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book introduces readers to the latest research and findings from projects focusing on teaching education for sustainable development at universities. In particular, it describes practical experiences, outline courses, training schemes and other initiatives aimed at promoting better teaching on matters related to sustainable development at institutions of higher education. In order to meet the pressing need for publications to support sustainable development education, the book places special emphasis on state-of-the art descriptions of approaches, methods, initiatives and projects from around the world, illustrating how teaching education for sustainable development can be implemented at the international scale. The book represents a timely contribution to the dissemination of approaches and methods that may improve the way we perceive the importance of teaching education for sustainable development, as well as how we implement it.
Book Synopsis Effects on Students' Self-efficacy in a Mathematics Bridge Program by : Cristella Rivera Diaz
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
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 Effects of Problem-based Learning on the Math Anxiety, Self-efficacy and Math Achievement of Elementary Students by :
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.
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 The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement by : Alissa Smith Lee
Download or read book The Impact of Common Core Mathematics Professional Development on Elementary Mathematics Teaching Self-efficacy and the Resulting Effects on Their Student Achievement written by Alissa Smith Lee and published by . This book was released on 2019 with total page 290 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-method study was to examine the impact of professional development on elementary mathematics teaching self-efficacy as well as the influence of teacher self-efficacy on student achievement. Statistical t tests were used to analyze the dispersion of the teachers’ personal mathematics teaching efficacy beliefs (PMTE) and mathematics teaching outcome expectancy efficacy beliefs (MTOE). To develop a broader perspective, a qualitative analysis of interview data was implemented. Unlike the results from the quantitative data, the qualitative data in this study revealed that meaningful participation in professional development increased teacher performance as well as enhanced their mathematical teaching efficacy. This study offers findings to administrators and district offices about the importance of developing mathematics teaching self-efficacy and mathematics professional development opportunities.
Book Synopsis The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy by : Angela Deanne Palmer
Download or read book The Impact of a Math Foundations Course on Teachers' Mathematical Self-efficacy written by Angela Deanne Palmer and published by . This book was released on 2016 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: This mixed-methods sequential explanatory study was used to determine if teachers’ mathematical self-efficacy was impacted as result of a Math Foundations professional development. Over 3 months, this 5-day, 40-hour course utilized various strategies to impact in-service teachers’ number sense knowledge. -- The review of literature suggested that teacher preparation programs may not be adequately preparing teachers for the classroom. Anxiety and efficacy plague teachers as a result of their inadequacies. To improve teacher capacity, an effective professional development was needed to provide in-service teachers opportunities to increase their number sense knowledge. Research reflected that by improving number sense knowledge, efficacy would be impacted as well. -- To ascertain the impact of this professional development, two quantitative instruments–the Mathematics Teaching Efficacy Beliefs Instrument (measuring general and personal efficacy) and the Teacher Education and Learning to Teach assessment (measuring number sense knowledge)–were analyzed pre and postprofessional development. Additionally, interviews collected qualitative data regarding efficacy and number sense knowledge postprofessional development. -- The conceptual framework for this study suggested that effective professional development would improve teacher content knowledge and improve instruction, which would lead to improving teacher efficacy. The results of the professional development determined that teacher efficacy improved but was not statistically significant, while number sense knowledge improved and was statistically significant as measured by the quantitative instruments. Interviews reflected that teachers improved vocabulary, became more comfortable and confident with the math skills they were previously lacking, gained knowledge behind the “hows” and “whys” of mathematics topics they struggled to teach, and felt that they were able to support the students more in their classrooms; thus, participants reflected that the Math Foundations professional development had an impact on their mathematical self-efficacy.
Book Synopsis Traditional Vs. Project-based Learning by : Sunletha Carter
Download or read book Traditional Vs. Project-based Learning written by Sunletha Carter and published by . This book was released on 2016 with total page 126 pages. Available in PDF, EPUB and Kindle. Book excerpt: Since the charge by the National Council for Teachers of Mathematics (NCTM) to move away from the traditional learning (TL) method of instruction to more learner-controlled techniques, project-based learning (PBL) has been on the rise. This quasi-experimental nonequivalent control group design study compared the academic achievement of 122 eleventh and twelfth grade students who were instructed using PBL techniques, with a control group of their counterparts who were instructed using TL techniques, in honors level mathematics courses. Pretest and Posttest data collected from both groups of students were statistically analyzed using independent t-tests, and Analysis of Covariance (ANCOVA), respectively, since the independent t-tests on the pretest data yielded significant differences between the two groups. The ANCOVA results showed a statistically significant difference between the mean performance of the PBL group and the mean performance of the TL group. Similar results were obtained when the mean performance of male students only, as well as the performance of female students only, were compared between the two groups, thereby revealing that PBL instructional method helped to improve student achievement in honors level mathematics courses. In addition, students’ motivation data obtained from the Instructional Materials Motivation Survey (IMMS) were analyzed using Multivariate Analysis of Variance (MANOVA) and Analysis of Variance (ANOVA). The results showed that there was no statistically significant difference in the motivation of students instructed using PBL method and students instructed using TL method. The study further discussed implications for teaching and learning, as well as made recommendations for future research.
Download or read book Cscl written by Timothy Koschmann and published by Routledge. This book was released on 2012-10-12 with total page 418 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book, about a newly emerging area of research in instructional technology, has as its title the acronym "CSCL." Initially, CSCL was chosen as an acronym for Computer-Supported Collaborative Learning. However, some would argue that "collaborative" is often not a descriptive term for what learners do in instructional settings; further, as the field develops, the technology used to support collaboration may not always involve computers, at least not in the direct ways they have been used to support instruction in the past. To avoid getting bogged down in this terminological debate, this book uses CSCL as a designation in its own right, leaving open to interpretation precisely what words it stands for. The authors talk a great deal about the theory underlying their work. In part, this is because that is what they were asked to do, but it is also an indication of the state of the field. In an established paradigm in which the theories and methods are well agreed upon, such discussion is less central. CSCL, however, has not yet reached the stage of "normal" science. There is much to be worked out yet. This book is offered with the hope that it will help to define a direction for future work in this field. The chapters appear in alphabetical order (except for the introductory chapter and the afterword) -- not for lack of a better way to organize the chapters, but rather because the organizational possibilities are too numerous and this order does not privilege one over another. By not imposing a topical organizing structure on this collection, it is hoped that readers will feel freer to explore the chapters in a way that best suits their needs. COPY FOR BIND-CARD CD-ROM info ................................. There is an accompanying CD-Rom for this proceedings that will become available September 1998. Purchasers of the proceedings may obtain a copy of this CD-ROM at no cost by contacting Lawrence Erlbaum Associates, Inc. phone: (201) 236-9500 toll-free: 1-800-9-BOOKS-9 (1-800-926-6579) 9am-5pm EST fax: (201) 236-0072 e-mail: [email protected] Web site: www.erlbaum.com address: 10 Industrial Avenue, Mahwah, NJ 07430-2262 The CD-ROM was funded through a grant from the National Science Foundation.
Book Synopsis The Effects of Positive Self-efficacy on Developmental Mathematics Students by : Jessica S. Phillips
Download or read book The Effects of Positive Self-efficacy on Developmental Mathematics Students written by Jessica S. Phillips and published by . This book was released on 2008 with total page 102 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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 American Doctoral Dissertations by :
Download or read book American Doctoral Dissertations written by and published by . This book was released on 2002 with total page 776 pages. Available in PDF, EPUB and Kindle. Book excerpt:
