TY - JOUR
T1 - Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?
TT - Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?
AU - BAXTER, Ryan
AU - BATES, Alan
AU - AL-BATAİNEH, Adel Tawfig
PY - 2016
DA - December
DO - 10.21449/ijate.264026
JF - International Journal of Assessment Tools in Education
JO - Int. J. Assess. Tools Educ.
PB - İzzet KARA
WT - DergiPark
SN - 2148-7456
SP - 37
EP - 53
VL - 4
IS - 1
LA - en
AB - <p style="text-align:justify;"> <span style="font-size:10pt;line-height:115%;font-family:'Times New Roman', serif;">The purpose of this quantitative study was to determine differences in
developmental mathematics students’ self-efficacy within the demographic data
from the survey. Data from a sample of 240 Intermediate Algebra students at a
single four-year university using the Mathematics Self-Efficacy Results
indicate that males possess higher levels of mathematics self-efficacy and
confidence with their mathematical abilities than females. Students who
completed a lower developmental mathematics course prior to Intermediate
Algebra possess lower levels of mathematics self-efficacy. The results of this
study suggest developmental mathematics instructors should refine their
teaching methodologies by incorporating strategies to increase their student’s
self-efficacy. </span> <br /> </p>
KW - Developmental mathematics
KW - Higher education
KW - Self-Efficacy
KW - Traditional and non-traditional students
KW - Gender
KW - Ethnicity
N2 - <p style="text-align:justify;">The purpose of this quantitative study was to determine differences in developmental mathematics students’ self-efficacy within the demographic data from the survey. Data from a sample of 240 Intermediate Algebra students at a single four-year university using the Mathematics Self-Efficacy Results indicate that males possess higher levels of mathematics self-efficacy and confidence with their mathematical abilities than females. Students who completed a lower developmental mathematics course prior to Intermediate Algebra possess lower levels of mathematics self-efficacy. The results of this study suggest developmental mathematics instructors should refine their teaching methodologies by incorporating strategies to increase their student’s self-efficacy. <br /> </p>
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UR - https://doi.org/10.21449/ijate.264026
L1 - https://dergipark.org.tr/en/download/article-file/230660
ER -