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

Year 2017, Volume: 4 Issue: 1, 37 - 53, 12.12.2016

Ryan BAXTER Alan BATES Adel Tawfig AL-BATAİNEH

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

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