The Link Between Teacher Practices And High School Students Mathematics Self Efficacy
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The Link Between Teacher Practices And High School Students Mathematics Self Efficacy
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Author : Clarence William Johnson (Sr)
language : en
Publisher:
Release Date : 2008
The Link Between Teacher Practices And High School Students Mathematics Self Efficacy written by Clarence William Johnson (Sr) and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2008 with Academic achievement categories.
The recent push for accountability based on student achievement, by means of standardized testing, has resulted in the realization that urban students are not performing as well as their suburban counterparts. This gap is even more pronounced in the area of mathematics. Many factors contribute to poor performance on student achievement. Among these are family values and climate, school environment, peer pressure, and test-taking anxiety. A student's judgment of their capability to accomplish a task or succeed in an activity, or self-efficacy, is a key factor. Self-efficacy beliefs help determine how much effort a student will expend and how much stress and anxiety they will experience as they engage on a task. Teacher efficacy beliefs, a teacher's perception of how effectively they can affect student learning, have also been found to have a great impact on the self-efficacy, and therefore the achievement, of their students. The purpose of the study was to investigate the link between teacher practices, their self-efficacy, and their students' mathematics self-efficacy. Teachers, and their students, from several school districts in northeastern Ohio participated in the study. Teachers responded to modified versions of Pajares' (1996) self-efficacy survey and their students responded to a different version of the survey. Participants included 582 students nested within 30 classrooms. The factor analysis identified five dimensions of students' and four dimensions of teachers' mathematics self-efficacy. A two-level hierarchical linear model revealed that teachers' perceived mathematics competency, their ability to engage students, flexibility, teacher gender, and years of teaching experience were significant predictors of all five dimensions of students' mathematics self-efficacy. The study recommends regular professional development activities to help teachers implement teacher practices that can positively impact students' mathematics self-efficacy. Through enhancing students' mathematics self-efficacy, students' mathematics achievement is likely to improve.
Out Of Field Teaching Across Teaching Disciplines And Contexts
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Author : Linda Hobbs
language : en
Publisher: Springer
Release Date : 2023-03-06
Out Of Field Teaching Across Teaching Disciplines And Contexts written by Linda Hobbs and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-03-06 with Education categories.
This edited book is a compilation of research by the members of the Out-of-Field Teaching Across Specialisations (OOF-TAS) Collective, and is the second book by the Collective. It extends from the work begun in the 2019 book, Examining the Phenomenon of “Teaching Out-of-Field” by showcasing the broad range of research agendas and findings relating to this phenomenon internationally. This book provides research and commentary relating to the out-of-field teaching phenomenon in primary, secondary and tertiary education, and across different subjects. It provides snapshots of the effects, causes, measurement, and other characteristics of out-of-field teaching in and across contexts, including states and countries, school types and school levels, subjects and specializations. The different chapters provide commentary at different units of analysis, and focus on: the effects of out-of-field teaching for teachers and their students; the school contexts/cultures that do or do not support them; the leadership practices that assign the teachers to out-of-field subjects; and the systems that create/perpetuate the need for out-of-field teaching assignments. Chapter 15 is available open access under a Creative Commons Attribution 4.0 International License via link.springer.com.
Assessment Of The Effects Of Affective Student Characteristics And Educational Background On Mathematics Achievement At The Level Of Higher Education In Cameroon
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Author : Mathew Akoko
language : en
Publisher: GRIN Verlag
Release Date : 2011-06-03
Assessment Of The Effects Of Affective Student Characteristics And Educational Background On Mathematics Achievement At The Level Of Higher Education In Cameroon written by Mathew Akoko and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06-03 with Social Science categories.
Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students’ affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsystem. The study recommends the need to replace the present GCE Advanced Level Further Mathematics syllabus with one that reflects the view that Further Mathematics is a subject studied mainly by potential mathematics graduates. The syllabus should have, as one of its objectives, the provision of a link between High School Mathematics and University Mathematics. While improving on the syllabus and the examination system, due consideration should also be given to the problem of acute shortage of qualified high school mathematics teachers for the English-Speaking subsystem of education in Cameroon.
Assessment Of The Effects Of Affective Student Characteristics And Educational Background On Mathematics Achievement At The Level Of Higher Education
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Author : Mathew Akoko
language : en
Publisher: GRIN Verlag
Release Date : 2011-06
Assessment Of The Effects Of Affective Student Characteristics And Educational Background On Mathematics Achievement At The Level Of Higher Education written by Mathew Akoko and has been published by GRIN Verlag this book supported file pdf, txt, epub, kindle and other format this book has been release on 2011-06 with Social Science categories.
Doctoral Thesis / Dissertation from the year 2010 in the subject Sociology - Knowledge and Information, grade: A, ( Atlantic International University ) (School of Social and Human Studies), course: Doctorate in Education, language: English, abstract: The primary purpose of this research was to investigate the effects of individual student affective factors and educational background on mathematics achievement among higher education students as measured by semester grades in the core mathematics courses. Student Locus of Control, Self-Efficacy, and Mathematics Anxiety were the specific individual student affective factors that were examined in the study. Educational backgrounds of the students were examined as an attempt to explain the differences in mathematics performance at the higher education level. To achieve this, high school teacher characteristics and instructional practices in influencing students' affective factors were examined. All of the analyses presented were performed on data collected for the study from two institutions of higher education in Cameroon for the student participants and from high school mathematics teachers of the English-Speaking and the French-Speaking subsystems of education. The results of the study show that student internal locus of control, high mathematics self-efficacy, and Mathematics Anxiety were associated with performance in mathematics at the higher education level. The results also revealed a high significant difference in the performance of the students in mathematics from the two educational backgrounds, the English-Speaking and French-Speaking. The results of the study revealed that the English-Speaking subsystem of education is suffering from an acute shortage of qualified high school mathematics teachers. The results show that only 10.5% of the high school mathematics teachers who participated in the study had postgraduate qualifications as against 56.9% for mathematics teachers of the French-Speaking subsy
Tracking The Longitudinal Effects Of Student Teacher Trust On Mathematics Self Efficacy For High School Students
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Author : Kristin Emilia Harvey
language : en
Publisher:
Release Date : 2013
Tracking The Longitudinal Effects Of Student Teacher Trust On Mathematics Self Efficacy For High School Students written by Kristin Emilia Harvey and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2013 with categories.
A current national priority is improving secondary school mathematics performance. National initiatives have attempted to help improve student achievement through curricular changes and stringent testing requirements; yet, these initiatives fail to consider the importance of student-teacher relationships in student motivation and achievement. High school students' trust in their mathematics teachers can lead to better relationships and increased feelings of competence, or mathematics self-efficacy, which is consistently linked to achievement. Student trust is based on perceptions of a teacher's competence, benevolence, openness, reliability, and honesty. The aim of my study is to determine the effect of trust in a teacher on student mathematics self-efficacy over the course of a school year, accounting for differences between individual students. The sample consisted of 230 ninth through twelfth grade students (57% girls) from a large high school in central Texas. Students reported their trust in their math teachers and their math self-efficacy at 4 time points. Growth curve modeling was utilized to model the effect of trust on self-efficacy over time. The results indicate that trust predicted self-efficacy over the course of the school year such that for a one point change in trust there was a corresponding .4 point change in self-efficacy. Gender was also a significant predictor of self-efficacy, with girls reporting lower self-efficacy on average. However, girls did not report lower trust, and the relation between trust and self-efficacy was not moderated by gender. Inasmuch as future studies should seek to expand on these findings, this study is an important first step into investigating the link between trust in teachers and self-efficacy. The results of this study serve to inform teachers, researchers, and policy makers of the importance of recognizing student-teacher relationships as an important factor in building student confidence and motivation.
The Impact Of High School Math Teachers Conceptions Of Teaching And Learning On Implementation Of Student Centered Instructional Practices
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Author : Melissa Marie Lute
language : en
Publisher:
Release Date : 2023
The Impact Of High School Math Teachers Conceptions Of Teaching And Learning On Implementation Of Student Centered Instructional Practices written by Melissa Marie Lute and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with Constructivism (Education) categories.
The purpose of this quantitative, predictive, correlational study is to investigate the relationship between high school math teachers’ conceptions of constructivist instructional practices and their conceptions of traditional teaching practices with their implementation of student-centered learning (SCL) practices in their math classes. Cognitive constructivism, theories of teacher beliefs, and teacher self-efficacy provide a theoretical framework for understanding math teachers’ beliefs about teaching and learning and their use of SCL. This quantitative, nonexperimental study uses a correlational research design to investigate teachers' conceptions of teaching and learning and their implementation of student-centered instructional practices. The convenience sample included 68 high school math teachers in South Carolina. The teachers submitted online responses to the Teaching and Learning Conceptions Questionnaire (TLCQ), which produces two scores, one on constructivist conceptions and one on traditional conceptions. The teacher participants were also observed using the Reformed Teaching Observation Protocol (RTOP) to determine the extent which they use SCL practices in their classes. Using multiple linear regression analysis, the researcher examined the results of the TLCQ and RTOP. The results of the study show that the linear combination of teachers' conceptions of constructivist teaching practices and traditional practices may predict the level of student-centered instructional practices used in their math classes. Future research studies should consider using multiple observations, including other factors such as experience and self-efficacy, and a larger sample with a more diverse population.
Psychological Studies In The Teaching Learning And Assessment Of Mathematics
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Author : Yiming Cao
language : en
Publisher: Frontiers Media SA
Release Date : 2024-05-31
Psychological Studies In The Teaching Learning And Assessment Of Mathematics written by Yiming Cao and has been published by Frontiers Media SA this book supported file pdf, txt, epub, kindle and other format this book has been release on 2024-05-31 with Science categories.
There is no doubt that the onset of a new decade has brought high expectations of academic progress for scholars, especially for researchers in mathematics education. The International Group for the Psychology of Mathematics Education was born in 1976, which focused on the international exchange of knowledge in the psychology of mathematics education, the promotion of interdisciplinary research with psychologists, mathematicians and mathematics teachers, and the development of the psychological aspects of teaching and learning mathematics and its implications.
Examining The Phenomenon Of Teaching Out Of Field
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Author : Linda Hobbs
language : en
Publisher: Springer
Release Date : 2019-01-01
Examining The Phenomenon Of Teaching Out Of Field written by Linda Hobbs and has been published by Springer this book supported file pdf, txt, epub, kindle and other format this book has been release on 2019-01-01 with Education categories.
This book identifies and surveys the major themes around ‘out-of-field teaching’, that is, teaching subjects or year levels without a specialization. This has been an issue in many countries for some time, yet until recently there has been little formal research and poor policy responses to related problems. This book arises out of collaborations between members of an international group of researchers and practitioners from Australia, Germany, Ireland, England, South Africa, Indonesia and the United States. Cross-national comparisons of ideas through case studies, descriptions of practice and research data interrogates the experiences, practices, and contexts relating to out-of-field teaching. In particular, the book considers the phenomenon of out-of-field teaching in relation to national policy contexts, local school leadership practices, professional development. The book represents an essential contribution on a highly topical issue that has implications for quality and equitable education around the globe.
The Effects Of An Intervention On Students Math Self Efficacy Practices And Achievement
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Author : Melinda K. Ensinger
language : en
Publisher:
Release Date : 2023
The Effects Of An Intervention On Students Math Self Efficacy Practices And Achievement written by Melinda K. Ensinger and has been published by this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023 with Educational films categories.
The work of teaching mathematics is ever-changing. Amidst changes in pedagogy, curricula, and standards, what is most important is the belief that students can achieve high levels of math. Mathematical attainment is related to positive math self-efficacy and the use of mathematical practices. This experimental design study aimed to analyze the effects of a six-week intervention on students’ math self-efficacy, practices, and achievement in grades four through six. The following research questions guided the study: RQ1. What effect does the intervention have on students’ math self-efficacy? RQ2. What effect does the intervention have on students’ math practices? RQ3. What effect does the intervention have on students’ math achievement? RQ4. What other student variables moderate the effects of the intervention (i.e., gender, grade level, teacher)? Study results indicated that students in the intervention group reported higher than average gains on the MSE and the SMP than the control group. However, the higher gains on these two measures were not statistically significant. Additionally, the control group’s average increase on the STAR math assessment was higher than the intervention groups but also not statistically significant. These findings provide a practical application for teachers to improve students’ math self-efficacy but suggest additional studies to expand the body of research and the potential benefits of such interventions to math education, teachers, and students alike.
The Evolution Of Research On Teaching Mathematics
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Author : Agida Manizade
language : en
Publisher: Springer Nature
Release Date : 2023-09-11
The Evolution Of Research On Teaching Mathematics written by Agida Manizade and has been published by Springer Nature this book supported file pdf, txt, epub, kindle and other format this book has been release on 2023-09-11 with Education categories.
This open access book investigates current issues related to the evolution of research on teaching mathematics and examines up to thirty years of presage-process-product research (PPPR) in mathematics with respect to conceptualization, instrumentation, and design. The book discusses the theoretical and methodological challenges associated with PPPR, critically reviews current research, and explores the likely direction of further developments to identify future paths for research on high-quality mathematics teaching in the digital era. Subjects that are covered in this work focus on the relationships between 1) student learning outcomes measured upon completion of the mathematics teaching; 2) student learning activities in the classroom; 3) interactive mathematics teacher activities, and best practices in mathematics classrooms conducted in the presence of students; 4) pre-post-active mathematics teacher activities such as planning, assessment, and other teaching-related activities outside of the classroom; 5) mathematics teachers’ competencies, knowledge, and skills; and 6) mathematics teachers’ characteristics, including beliefs, attitudes, and motivation. This book discusses the evolution of such research in mathematics teaching and teacher education in the digital era and is of interest to researchers exploring the field of mathematics teaching and mathematics teacher education as well as educators.