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The Effects Of An Engineering Mathematics Course On Freshmen Students Mathematics Self Efficacy
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Book Synopsis The Effects of an Engineering‐mathematics Course on Freshmen Students' Mathematics Self‐efficacy by : Corey Woodward
Download or read book The Effects of an Engineering‐mathematics Course on Freshmen Students' Mathematics Self‐efficacy written by Corey Woodward and published by . This book was released on 2019-04-08 with total page 59 pages. Available in PDF, EPUB and Kindle. Book excerpt: During summer 2009, Washington State University introduced an engineering based mathematics course for incoming freshmen, done as part of a project in conjunction with Wright State University. The goal of the course was to improve students' understanding of pre‐calculus and calculus concepts within the context of engineering problems. It was also intended to increase students' interest in engineering, through the integration of mathematics and engineering concepts. Typically, students who come to college intending on majoring in engineering have math backgrounds at or above the pre‐calculus level. At WSU, 75 percent of students entering engineering place into pre‐calculus or higher, while all students in the course had taken at least high school pre‐calculus prior to enrollment. Because of this, an underlying assumption for the course was that the students already had some pre‐calculus experience, but needed more work to understand and fully grasp the material, rather than a holistic study of the subject matter. The inclusion and use of engineering contexts to teach mathematics was done to help students see practical applications of the material in engineering, which would, in turn, help them see uses in future mathematics courses. This is important because engineering students often become disinterested in engineering, or even change majors, because of the rigorous mathematics prerequisites required (Adelman, 1998; Klingbeil et al, 2005).
Book Synopsis The Effects of an Engineering-mathematics Course on Freshmen Students' Mathematics Self-efficacy by : Fred James Barker
Download or read book The Effects of an Engineering-mathematics Course on Freshmen Students' Mathematics Self-efficacy written by Fred James Barker and published by . This book was released on 2010 with total page 60 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis A Case Study of Mathematics Self-efficacy in a Freshman Engineering Mathematics Course by : Jacob Rowland Burnham
Download or read book A Case Study of Mathematics Self-efficacy in a Freshman Engineering Mathematics Course written by Jacob Rowland Burnham and published by . This book was released on 2011 with total page 77 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Development of the Academic Performance-commitment Matrix (APCM) by : Anthony Bourne
Download or read book Development of the Academic Performance-commitment Matrix (APCM) written by Anthony Bourne and published by . This book was released on 2014 with total page 133 pages. Available in PDF, EPUB and Kindle. Book excerpt: The latest push to encourage workforce growth in science, technology, engineering and math (STEM) disciplines has generated varying results. Overall, demand for STEM graduates is outpacing the numbers available. This has motivated a wide range of proposed solutions to increase the number of people trained to work in these fields. While a focus on college recruitment in these areas is a necessity for increasing numbers of STEM graduates, the expanding variety of students admitted to university programs in STEM disciplines creates a new series of issues in higher education. Most prominently, retention and graduation rates are low in STEM disciplines. This study expands the understanding of the factors related to college retention, specifically in the field of engineering, by creating the Academic Performance-Commitment Matrix (APCM). The APCM simultaneously considers indicators related to cognitive ability, psychosocial factors and efficacy thereby providing a more complete profile of students. This profile, based on widely accepted measures of academic performance, supports a more informed approach to formulating curricula and coursework with an objective of increased retention. The APCM was developed utilizing a carefully developed assessment tool to determine the psychosocial underpinnings of measures of objective academic performance (MOAPs). In this study the MOAPs used were ACT math score and GPA, both well regarded as predictors of success, however the APCM is novel in its consideration of their simultaneous impact. By using the new APCM framework to study the success of a first-year math intervention course at Wright State University (EGR101), the impacts of the course on mathematics efficacy are readily apparent. Without the descriptive structure of the APCM, the drivers of the increases in efficacy and graduation rates are much more difficult to discern. The value of the APCM derives substantially from creating a multidimensional view of students. This study found that the outcomes of the intervention were much greater for certain student groups within the APCM framework. The broader potential impact of EGR101 on meeting demand becomes clearer with the National Model of Engineering Education (NMEE). The NMEE incorporates the expanded understanding of the impact of EGR 101 on engineering students through the APCM in a model of engineering programs across the country. The NMEE utilizes the structure of schools by selectivity tier and provides a reasoned estimation of production of engineers through varying constraints. This is used to consider scenarios of how demand for engineers may be met through domestic production.
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 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 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 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 The Effects of a Standards-based Mathematics Curriculum on the Self-efficacy and Academic Achievement of Previously Unsuccessful Students by : Cindy Chesley Shaw
Download or read book The Effects of a Standards-based Mathematics Curriculum on the Self-efficacy and Academic Achievement of Previously Unsuccessful Students written by Cindy Chesley Shaw and published by . This book was released on 2009 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Effects of Accelerated Mathematics on Self-Efficacy and Growth Mindset by : Sharon Bi
Download or read book The Effects of Accelerated Mathematics on Self-Efficacy and Growth Mindset written by Sharon Bi and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Student's educational investment decisions are influenced by their beliefs about the returns to study effort and their chances of academic success. This highlights the importance of studying the effects of school policies on students' beliefs about their ability to learn and achieve. To this end, we examine the effects of accelerated math on students' self-efficacy and growth mindset, using survey measures of these beliefs. We argue, based on economic theory, that effects on growth mindset should be considered as more important relative to those on self-efficacy. We examine the effects of accelerated math empirically using a difference-in-differences design and find negative effects on both belief measures. However, the effects on growth mindset are much smaller, and in some analyses indistinguishable from zero, although these effects are larger in magnitude for female students. In exploring potential mechanisms, we find accelerated math leads to a precipitous drop in math course grades, with no similar drop in math test performance. Our findings suggest that there may be negative effects of acceleration on important student beliefs, but these effects appear modest. Our work motivates further study of the information environment surrounding these students at the time of acceleration.
Book Synopsis The Effects of Student Self-efficacy on Math Performance by : Gary L. Hoopes
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:
Book Synopsis Exploring Mathematics Self-efficacy Over Variable Time Periods, Using Algebra I Common Assessment Scores, Algebra II Mid-term Grades, and Advanced-level Mathematics Course Selection Choice-making by : Chezley Nanette Banister-Neth
Download or read book Exploring Mathematics Self-efficacy Over Variable Time Periods, Using Algebra I Common Assessment Scores, Algebra II Mid-term Grades, and Advanced-level Mathematics Course Selection Choice-making written by Chezley Nanette Banister-Neth and published by . This book was released on 2012 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Using social cognitive theory and the construct of self-efficacy, this study explored the relationship between mathematics self-efficacy over variable time periods, using Algebra I common assessment scores, Algebra I mid-term grades, and advanced level mathematics course selections. The study included 145 ninth-grade students enrolled in Algebra I at a mid-size southwest Alabama high school. Students' mathematics self-efficacy was measured using the Mathematics Self-Efficacy Scale (MSES). Results of this research indicate that mathematics self-efficacy is correlated to mathematics performance over variable time periods. The ultimate use of these results would be to incorporate what has been learned from this research into practical applications that include interventions designed to improve mathematics self-efficacy.
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 Handbook of Research on Innovative Digital Practices to Engage Learners by : Bull, Prince Hycy
Download or read book Handbook of Research on Innovative Digital Practices to Engage Learners written by Bull, Prince Hycy and published by IGI Global. This book was released on 2019-06-28 with total page 492 pages. Available in PDF, EPUB and Kindle. Book excerpt: Digital integration is the driving force of teaching and learning at all levels of education. As more non-traditional students seek credentialing, certification, and degrees, institutions continue to push the boundaries of innovative practices to meet the needs of diverse students. Programs and faculty have moved from merely using technology and learning management systems to unique and innovative ways to engage learners. The Handbook of Research on Innovative Digital Practices to Engage Learners is an essential scholarly publication that offers theoretical frameworks, delivery models, current guidelines, and digital design techniques for integrating technological advancements in education contexts to enforce student engagement and positive student outcomes. Featuring a wide range of topics such as gamification, wearable technologies, and distance education, this book is ideal for teachers, curriculum developers, instructional designers, principals, deans, administrators, researchers, academicians, education professionals, and students.
Book Synopsis The Influence of College Among Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Majors on Career-decision-making Self-efficacy by : George Ahmad Goff (IV.)
Download or read book The Influence of College Among Undergraduate Science, Technology, Engineering, and Mathematics (STEM) Majors on Career-decision-making Self-efficacy written by George Ahmad Goff (IV.) and published by . This book was released on 2016 with total page 139 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study explored the career decision-making self-efficacy among undergraduate Science, Technology, Engineering, and Mathematics (STEM) majors. Students from three organizations, Louis Stokes Minority Alliance, National Black Chemist and Chemical Engineers, and Charles Drew Scholars, participated in the study to determine factors influencing their decisions to pursue STEM majors. A total of 187 undergraduate students completed an electronic questionnaire developed for the study. Data were analyzed using Astin's I-E-O Model. The results of the stepwise multiple linear regression analysis provided support that nine variables, age, number of advanced placement courses, membership in professional STEM organizations, highest academic goal, number of hours/days spent studying in college, it is my passion, want to make a difference, encouraged by teacher/ guidance counselor, and socialize with other students, were significant predictors of career decision-making self-efficacy. The results provided support that Astin's input, environment, and output model of college retention was relevant for these students. Further research is needed to find ways to increase the number of students who are pursuing majors to prepare for STEM-related careers.
Book Synopsis Exploring the Experiences, Mindset, Math Anxiety, and Math Self-Efficacy of Community College Students and Instructors in a Corequisite Mathematics Course by : Brianna Bentley
Download or read book Exploring the Experiences, Mindset, Math Anxiety, and Math Self-Efficacy of Community College Students and Instructors in a Corequisite Mathematics Course written by Brianna Bentley and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
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.
