Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Year 2017, , 37 - 53, 12.12.2016

Ryan Baxter Alan Bates Adel Tawfig Al-bataineh

https://doi.org/10.21449/ijate.264026

Cited By: 1

Abstract

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.

Keywords

Developmental mathematics, Higher education, Self-Efficacy, Traditional and non-traditional students, Gender, Ethnicity

Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

Abstract

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.

Keywords

Developmental mathematics, Higher education, Self-Efficacy, Traditional and non-traditional students, Gender, Ethnicity

References

• Albers, D. J., Loftsgaarden, D. O., Rung, D. C., & Watkins, A. E. (1992). Statistical abstracts of undergraduate programs in the mathematical sciences and computer science in the United States. 1990-91 CBMS Survey (MAA Notes Number 23). Washington DC: Mathematical Association of America.
• Attewell, P., Lavin, D., Domina, T., Levey, T. (2006). New evidence on college remediation. The Journal of Higher Education, 77(5), 886-924.
• Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84, 191-215.
• Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice Hall.
• Bandura, A. (1997). Self-Efficacy: The exercise of control. New York: W.H. Freeman and Company.
• Bassarear, T. J. (1991). An examination of the influence of attitudes and beliefs on achievement in a college developmental mathematics course. Research & Teaching in Developmental Education, 7(2), 43-56.
• Betz, N. E., & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-345.
• Betz, N. E., & Hackett, G. (1993). Mathematics self-efficacy scale. Palo Alto, CA: Mind Garden Press.
• Hackett, G. (1985). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-73.
• Hackett, G., & Betz, N. E. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-73.
• Hall, J. M., & Ponton, M. K. (2005). Mathematics self-efficacy of college freshmen. Journal of Developmental Education, 28(3), 26-33.
• Lent, R. W., Lopez, F. G., & Bieschke, K. J. (1991). Mathematics self-efficacy: Sources and relation to science-based career choice. Journal of Counseling Psychology, 38(4), 424-430.
• Lent, R.W., Lopez, F.G., Brown, S. D., & Gore, P. A. (1996). Latent structure of the sources of mathematics self-efficacy. Journal of Vocational Behavior, 49, 292-308.
• Lutzer, A. J., Maxwell, J. W., & Rodi, S. B. (2002). Statistical abstract of undergraduate programs in the mathematical sciences in the United States. Fall 2000 Conference Board of Mathematical Sciences (CBMS 2000). American
• Margolis, H., & McCabe, P. P. (2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41(4), 218-227.
• Mills, N., Pajares, F., Herron, C. (2007). Self-efficacy of college intermediate French students: Relation to achievement and motivation. Language Learning, 57(3), 417-442.
• Multon, K. D., Brown, S. D., & Lent, R. W. (1991). Relation of self-efficacy beliefs to academic outcomes: A meta-analytic investigation. Journal of Counseling Psychology, 38, 30-38.
• O’Brien, V., Martinez-Pons, M., Kopala, M., (1999). Mathematics self-efficacy, ethnic identity, gender, and career interests related to mathematics and science. Journal of Educational Research, 92(4), 231-235.
• Pajares, F. (2002). Gender and perceived self-efficacy in self-regulated learning. Theory Into Practice, 41(2), 116-125.
• Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading & Writing Quarterly, 19(2), 139.
• Pajares, F., & Valiante, G. (2006). Self-efficacy beliefs and motivation in writing. In C. A. Macarther, S. Graham, & J. Fitzgerald (Eds.), Handbook of writing research (p. 158-170). New York: Guilford Press.
• Quinn, R. J. (1997). Effects of mathematical methods courses on the mathematical attitudes and content knowledge of preservice teachers. The Journal of Educational Research, 91(2), 108-113.
• Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554.
• Scherer, M. (2002). Love and hate for math and science. Educational Leadership, 5(61), 5.
• Shields, D. J. (2006). Causes of math anxiety: The student perspective. Unpublished doctoral dissertation, Indiana University of Pennsylvania.
• Smittle, P. (2003). Principles for effective teaching in developmental education. Journal of Developmental Education,26(3), 10-16.
• Stevens, T., Olivarez A., Jr., & Hamman, D. (2006). The role of cognition, motivation, and emotion in explaining the mathematics achievement gap between Hispanic and White students. Hispanic Journal of Behavior Sciences, 28, 161-186.
• Stevens, T., Olivarez A., Jr., Lan, W. Y., & Tallent-Runnels, M. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. Journal of Educational Research, 97(4), 208-221.
• University College. Illinois State University. COMPASS math placement exam: What is the COMPASS exam? http://universitycollege.illinoisstate.edu/testing/compass/, retrieved October 6, 2016.
• University Facts. (2009, Fall). Planning and Institutional Research Office. Illinois State University, Normal, IL.
• Usher, E. L., & Pajares, F. (2009). Sources of self-efficacy in mathematics: A validation study. Contemporary Educational Psychology, 34(1), 89-101.
• Waycaster, P. (2001). Factors impacting success in community college developmental mathematics courses and subsequent courses. Community College Journal of Research and Practice, 25, 403-416
• Young, D. B., & Ley, K. (2002). Self-efficacy of developmental college students. Journal of College Reading and Learning, 33(1), 21-31.
• Zeldin, A. L., Britner, S. L., Pajares, F. (2008). A comparative study of the self-efficacy beliefs of successful men and women in mathematics, science, and technology careers. Journal of Research in Science Teaching, 45(9), 1036-1058.
• Zeldin, A. L., & Pajares, F. (2000). Against the odds: Self-efficacy beliefs of women in mathematical, scientific, and technological careers. American Educational Research Journal, 37, 215-246.
• Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary Educational Psychology, 25(1), 82-91.