Exploring the Experiences, Mindset, Math Anxiety, and Math Self-Efficacy of Community College Students and Instructors in a Corequisite Mathematics Course PDF Download
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Author: Brianna Bentley
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Category :
Languages : en
Pages : 0
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Author: Brianna Bentley
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Category :
Languages : en
Pages : 0
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Author: Scott R. Spaniol
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ISBN:
Category : Math anxiety
Languages : en
Pages : 95
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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.
Author: Silvia Reyes
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Category :
Languages : en
Pages : 0
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Students identified as unprepared for college work face considerable barriers to performance and college completion. To improve underprepared student outcomes, community colleges where most underprepared students enroll are using different models of developmental education. A recently implemented model in mathematics is a corequisite course designed to increase students' chances of success by using different methods of instruction to decrease student time to completion. This corequisite course accelerates students placed in developmental math classes and offers students the opportunity to complete their developmental requirements while taking college-level work and earning college credit. As developmental mathematics poses the biggest barrier for underprepared students, this study examined the corequisite developmental education model of instruction at one community college and students' perception of their math abilities and influence in achieving success in math. Understanding student agency and academic self -efficacy in the learning process can enable students to enact the behaviors that can lead to desired outcomes and student success. Semi-structured interviews, focus groups, documents, and field notes comprised this qualitative methodology.
Author: Sandra B. Vorensky
Publisher:
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Category : Educational technology
Languages : en
Pages : 172
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Author: Toni Nicole Sawhill
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ISBN:
Category : Math anxiety
Languages : en
Pages : 203
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The purpose of this transcendental phenomenological study is to describe the lived experience of mathematics anxiety for self-described math-anxious students who completed an undergraduate mathematics course online at a university in the Pacific Northwest part of the United States. The theory guiding this study is community of inquiry (COI) introduced by early pragmatist philosophers C. S. Peirce and John Dewey and further developed by D. Randy Garrison, Terry Anderson, and Walter Archer as mathematics anxiety is a learned behavior based on students’ experiences. This research study answers the central research question: What are the lived experiences of mathematics anxiety for self-described math-anxious college students who completed a mathematics course online? Data was collected from a purposeful, criterion sample of 10 self-described math-anxious students who have completed an online mathematics course. Data collection methods included questionnaires, individual interviews, and focus group meetings. Data analysis followed a systematic procedure that included epoche, phenomenological reduction, imaginative variation, and synthesis. Three themes emerged from this research: teaching presence, social presence, and cognitive presence. The findings revealed how self-described math-anxious students who completed an online undergraduate math class experienced math anxiety due to a lack of understanding of the concepts taught through gaps in prior knowledge or the inability to connect new concepts. Further research is needed regarding math anxiety and other factors to include (a) later in life diagnosis or misdiagnosis of conditions that challenge learning, (b) fear of asking for help, (c) social connection with other students, and (d) addressing math anxiety in the online math classroom.
Author: Vincent M. Bates
Publisher:
ISBN: 9781109962901
Category :
Languages : en
Pages : 179
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If African American Males hope to become viable and productive members of the global marketplace of the 21st century, they must find avenues to consistently improve their likelihood of achieving success within academia. For the past twenty years, reports from the United States Department of Education and research from scholars such as McCabe, Hampton, and Steele all reflect the widening achievement gap in education between ethnic and racial minorities and the White majority. When different ethnic and racial sub-groups were examined, African American Males were found to be the lowest achievers; furthermore, African American Males made up the largest percentage of students in developmental mathematics.
Author: Tracey Nicole Kiser
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ISBN:
Category :
Languages : en
Pages : 156
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Abstract of the Dissertation Mindset Matters: Supporting Student Persistence Through The Developmental Mathematics Pipeline by Tracey Nicole Kiser Doctor of Education in Teaching and Learning University of California, San Diego, 2016 Christopher P. Halter, Chair Developmental mathematics is one of the most challenging leaks in the mathematics K-20 pipeline. Few students enter two-year colleges prepared to successfully engage in college-level mathematics classes. Many of students who place into developmental mathematics are low-income, underprepared, students of color, and many are not equipped with the necessary resources to help them persist through college Math placement predicts college success, and being placed into developmental mathematics makes it less possible for students to not only transfer from a community college to a university, but also graduate. Students who place into developmental mathematics can spend most of their community college experience relearning and building on skills they should have mastered in high school. This study investigated developmental mathematics, strategies for maximizing students' success in developmental math classes, and the interactions between students' social and physical environments that mediate their thinking and understanding of developmental mathematics. As a result, multiple methods of data sources (survey, field note observations, focus group interviews, and semi-structured interviews) were used to better understand students and teachers' characterizations of accelerated developmental mathematics. The overarching finding in this study was that the mindset of students matter. Mindsets determine students' decision-making and their motivation as a result of past math experiences. Consequently, students enter college with a lack of confidence in their ability to succeed in developmental mathematics, which affects their ability to transfer to a university and obtain a degree. While students' past math experiences did not make them feel like they could grow mathematically, their personal lives motivated them to develop and grow as a whole individual. In-class practice and tutoring support were also instrumental to student success in developmental mathematics. This research study contributed knowledge about students' learning needs, faculty perceptions of the students' learning needs, the ways their instructional practices address students' learning needs by using their voices to shed light on effective strategies for maximizing students' success in developmental math classes.
Author: Gail Young Hilyard
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ISBN:
Category : Community college students
Languages : en
Pages : 142
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This research study examined the importance of trust between instructor and students learning developmental mathematics in classrooms at 15 community colleges across Massachusetts. The study involved gathering new data using focus groups, field notes, surveys, and follow-up interviews with instructors and departmental chairs. Qualitative analysis was used to find emergent themes and connections to math anxiety and motivation. The study identified seven salient qualities of trust: respect, safe environment for students, belief in student's ability, care for student, competence of instructor, building over time, and destruction by betrayal. Instructors reported that increased classroom participation and student connection to instructor were factors that indicated trust was established. They also suggested teaching strategies to build trust: encouragement, mindful pedagogy, humanistic instruction, enabling student-to-student respect, situated applications, flexibility with assessments, and ensuring success. The causal impact of math anxiety was acknowledged: negative past experiences can block learning; lack of trust breeds hatred; fear and prejudice are barriers to learning; lack of trust can cause math anxiety; and trust lowers math anxiety and allows improved achievement. Instructors reported a "wall" as a metaphor that students use to describe their difficulties learning mathematics. Finally, the study recommends strategies for instructors to use to improve motivation for students learning mathematics: help establish a learning community, encourage self- efficacy, affirm students' questions, nudge students toward understanding, be a cheerleader, and utilize math support services.
Author: David Walker Clutts
Publisher:
ISBN:
Category : Mathematics
Languages : en
Pages : 150
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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.
Author: Harman Prasad Aryal
Publisher:
ISBN:
Category : Calculus
Languages : en
Pages : 0
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Math anxiety negatively affects student learning and academic performance. Students with high math anxiety exhibit physical, mental, and emotional symptoms. As a result, they tend to avoid mathematics and mathematics-related situations, perform poorly, and exhibit deficiencies in working memory. Research studies have shown that inquiry-based learning (IBL) develops confidence, conceptual understanding, and self-efficacy. Using the hypothesis that IBL will remediate math anxiety, in this research study, I explored whether IBL decreases Calculus I students’ math anxiety and how IBL compares to lecture-based instruction in this regard. I employed an explanatory sequential mixed methods design to investigate three scopes of research questions—quantitative, qualitative, and mixed—comparing the math anxiety of Calculus I students who experienced inquiry-based instruction and those who experienced lecture-based instruction. The quantitative question investigated the change in pre- to post-Mathematics Anxiety Rating Scale (MARS-S) scores. The qualitative questions guided me to explore students’ perceptions and experiences of math anxiety while learning Calculus I. Finally, I examined the interactions between the quantitative and qualitative findings using the mixed methods question. This study included quantitative data from 15 IBL and 20 lecture-based students who responded to both pre- and post-MARS-S survey and qualitative data from student and instructor interviews and class observations. I analyzed the MARS-S scores of IBL and lecture-based groups and based on the change in their anxiety scores from pre- to post-tests, I selected and interviewed nine IBL and three lecture-based students for one-on-one, semistructured interviews. I also collected data from eight class observations of each group, instructor interviews, and the artifacts from both types of classes. The average anxiety scores of the IBL group from pre- to post-MARS survey slightly decreased from 73 to 71.87 and the lecture-based group’s slightly increased from 79 to 80.55. Student responses to the 30-item MARS-S show that both groups of students were anxious about pop quizzes, tests, and exams.
