The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School PDF Download
Are you looking for read ebook online? Search for your book and save it on your Kindle device, PC, phones or tablets. Download The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School PDF full book. Access full book title The Impact of Student Self-beliefs and Learning Behaviors on Mathematics Achievement for Nontraditional Students in an Online Charter High School by Nathan Andrew Hawk. Download full books in PDF and EPUB format.
Author: Nathan Andrew Hawk
Publisher:
ISBN:
Category : Distance education students
Languages : en
Pages : 0
Get Book Here
Book Description
The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Author: Nathan Andrew Hawk
Publisher:
ISBN:
Category : Distance education students
Languages : en
Pages : 0
Get Book Here
Book Description
The importance of a high school diploma continues to increase. Still, certain student at-risk factors have been identified across the research literature that negatively impact likelihood to finish school and may increase prevalence of school dropout. That is, for students identified as at-risk, more maladaptive profiles of risk factors often lead to lower academic performance. However, these risk factors are typically non-adaptive, stable constructs endemic of prior experiences or external family-focused factors often uncontrolled by students; as such, transforming student achievement just by addressing this risk-performance relationship is insufficient. This study targeted this limitation by focusing on virtual learning environments. In online virtual-based learning, several important variables more amenable to change are posited to be important for student success in this study. These include mathematics self-efficacy, technology self-efficacy for online learning, and effective time management planning and monitoring. Combining these adaptive student personal characteristics with risk factors, the purpose of this study was to examine the relationship between student at-risk factors and mathematics achievement in the context of one online charter high school. Further, the study examined how student personal characteristics, which are often amenable to change and intervention, impact the relationship between risk and mathematics achievement. Using multiple linear regression, this study explored how at-risk factors interacted with student personal characteristics to influence mathematics achievement. Thus, the priority was to interpret the statistical mechanisms by which these student personal characteristics influenced the risk to achievement relationship. Results show that student performed at an average level in their Algebra 1 course. Further, students’ age, likely coinciding with the grade level they took the courses negatively and significantly predicted course grade. This result suggests that when students take the course, when they take it for the first time, or if they repeat the course, has a significant impact of the course achievement outcomes. Additionally, domain-specific self-efficacy in mathematics contributed most to course grade among the hypothesized moderators. Finally, the impact of family socioeconomic status (SES) on course grade was conditioned on level of one’s self-efficacy or time management. In general, more adaptive levels of one of the moderators lessened the impact of SES. On the other hand, while not significant, the conditional effect of the moderators on the relationship between parental involvement to course grade generally showed that higher levels of the moderators amplified this impact. This inquiry aims to enhance our understanding of the learning context in high school online learning, seeking to improve our awareness of critical and personal online learning factors that positively impact at-risk students’ online learning experience and achievement. Results of this study have important significance to high school virtual leaning in the mathematics classroom. The results show that when students have more adaptive self-efficacy or study behavior profile, impacts of prior family-based academic risk factors on achievement are lessened or positively strengthened. For virtual schools moving forward, teachers and administrators should consider ways to strengthen students’ self-efficacy and build programs to teach students about important learning behaviors, such as time management strategies.
Author: Sukru Kaya
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 272
Get Book Here
Book Description
Abstract: Previous research indicates that self-regulated learning (SRL) has substantial effects on students' learning and achievement (i.e., De Corte et al., 2000; Pape & Wang, 2003; Zimmerman & Martinez-Pons, 1986, 1988, 1990). A growing body of research consistently points out that student views related to mathematics play an important role in facilitating and constraining students' learning, the development of problem-solving skills, and achievement (i.e., Hofer, 1999; Kloosterman, 1996; Op't Eynde et al., 2002; Schoenfeld, 1992). The current study explored the critical connections between SRL, students' beliefs about mathematics, and Algebra I achievement among 1263 middle school and high school students across the United States who were participants in the CCMS project. Eight structural models were tested to understand (1) direct and indirect relationships between student views related to mathematics on achievement; (2) direct and indirect influences of components of SRL on students' achievement in mathematics; and (3) different models of how student views related to mathematics and components of SRL explain students' achievement. In order to measure student views related to mathematics, a new instrument, Student View about Mathematics (Pape et al., 2005), was developed and tested for construct validity and internal consistency. Moreover, the new instrument was used with the Motivated Strategies for Learning Questionnaire (MSLQ) (Pintrich et al., 1991) to provide evidence about the indirect effects of students' beliefs about mathematics on mathematical achievement through their effects on self-regulated learning behaviors. Students' performance in Algebra I was assessed through an Algebra I posttest (Abrahamson et al., 2006). The structural models tested in this study suggest that student views related to mathematics directly influence students' achievement and SRL strategies. Student views related to mathematics indirectly predict their achievement, cognitive, metacognitive, and resource management strategies. Motivational beliefs appear to be directly related to students' use of cognitive, metacognitive, and resource management strategy use. Metacognitive and resource management strategy use seems to be the most influential mediating variable in explaining students' achievement in mathematics. Surprisingly, cognitive strategy use was the only variable that may not contribute to students' achievement in mathematics. The implications for future research along with the limitations are discussed.
Author: Clarence William Johnson (Sr)
Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 126
Get Book Here
Book Description
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.
Author:
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 358
Get Book Here
Book Description
Author: G Lnur Erg Z G N La Ar
Publisher: LAP Lambert Academic Publishing
ISBN: 9783846516133
Category :
Languages : en
Pages : 132
Get Book Here
Book Description
The purposes of this study are to investigate how mathematics achievement can be explained in terms of motivational beliefs (intrinsic goal orientation, extrinsic goal orientation, task value, control and learning beliefs, self efficacy for learning and performance and test anxiety), self-regulated learning components (cognitive strategy use and self-regulation), gender and school types and to determine the differences between two gender (girls and boys) and two school types (public schools and private schools) with respect to the variables above in the subject domain of mathematics. The study was conducted in Istanbul and Ankara, two largest cities of Turkey. Motivated Strategies for Learning Questionnaire (MSLQ) and Mathematics Achievement Test (MAT) were used. By using Linear Stepwise Regression and MANOVA, some important resuts were reached. One of these results is that the combined effect of three predictor variables (school type, self-efficacy and intrinsic goal orientation) on students' mathematics achievement was significant. In other words, school type, self-efficacy and intrinsic goal orientation are important in mathematics achievement.
Author: Judson Miller
Publisher:
ISBN:
Category :
Languages : en
Pages : 96
Get Book Here
Book Description
The purpose of this research was to bring into focus some of the affective issues that students face in the math classroom. It is my personal belief that too much attention has been given to cognitive issues in the classroom, especially within the subject of mathematics. The theoretical background of this study lies in previous work in self-concept. Specifically, this research looks at student voices to shed light upon the relationship of student self-concept and academic achievement. To this end, the research relies nearly entirely upon student interviews, which were conducted in Seattle Public School District with twelve 9th and 10th grade students. The students were chosen by the researcher in concert with their teachers to produce a sample that spanned the range of self-concept status. From the original twelve students, three students became the subject of a more specific focus within the study and were asked to complete a follow-up interview. The results of the study focus on specific patterns within four subsets of the entire sample. Commonalities and differences were analyzed in the following groups: students with high math achievement and high self-concept, high math achievement and low self-concept, low math achievement and high self-concept, low math achievement and low self-concept. Special focus was paid to students with high math achievement and low self-concept because of this group's cohesiveness and because of their seemingly counterintuitive attributes.
Author: Steven Wilbur
Publisher:
ISBN:
Category :
Languages : en
Pages : 46
Get Book Here
Book Description
Looking to bridge gaps in math education for nine students in their eleventh grade year with varied levels of success in math, I based a self-regulated learning model for math study on studio art principles (Winner, Hetland, Veneema, Sheridan, & Palmer, 2008). The impact of SRL on identity as negotiated experience, community membership, learning trajectory, nexus of multimembership, and relation between the local and the global (Wenger, 1998) was examined through a case study of four students over two years through a combination of self-reports and online tools. Results indicated that while students felt more self-efficacious about process, beliefs about math-ability saw little change. Wenger's (1998) concept of identity as learning trajectory points to the quality of content students engaged and the importance of deeper connections across the conceptual landscape of mathematics for positive identity development. Examples of student data and implications are discussed.
Author:
Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 848
Get Book Here
Book Description
Author: Kathleen Miranda
Publisher:
ISBN:
Category :
Languages : en
Pages : 184
Get Book Here
Book Description
Author: Maria Steffero
Publisher:
ISBN:
Category : Knowledge, Theory of
Languages : en
Pages : 708
Get Book Here
Book Description
This research provides an analysis of the relationship between a student's beliefs and mathematical behaviors over a seventeen-year period. Romina, the student of focus in this case study, was among the original participants in a longitudinal study which explored how students build mathematical ideas when working collaboratively on problem-solving tasks with as little outside intervention as possible (Maher, 2005). A qualitative, phenomenological approach was taken in analyzing videotape recordings from the Rutgers-Kenilworth longitudinal study between February 6, 1992 and July 15, 2009 in the Robert B. Davis Institute of Learning archive, along with student work, questionnaires, and researcher field notes. To better understand the development of math ideas by tracing her knowing and sense-making, the research examined four sessions of Romina's problem-solving behavior in terms of justification, representation, and collaboration from fourth through twelfth grades. In addition, this study explored her mathematical beliefs based upon five interviews from high school, college, and her post-graduate career concerning her views about the knowledge, conditions, and processes of mathematical learning. Addressing a documented need in the literature for investigation of the interplay between personal epistemology and mathematical reasoning over time, this study contributes to a larger body of work considering how social interaction, teacher questioning, and task design affect a student's cognitive growth. The research suggests that Romina constructed mathematical ideas by building relationships among concepts and produced justifications through continuously evolving personal representations that promoted mathematical understanding. Further, the findings provide evidence that Romina engaged in a range of collaborative behaviors in which she questioned others' ideas, found teacher-researcher interaction a catalyst to her thinking, worked through frustration, and moved fluidly among many roles within the group- facilitator, manager, communicator, and secretary. Simultaneously, the data suggest she developed three very healthy mathematical beliefs involving the active construction of conceptual knowledge, learning environments that built- comfortable collaborative relationships while engaging in complex tasks over long periods of time, and, finally, a learning process of- group thinking where personally relevant problems were shared, questioned, and argued. Through systematic examination of the relationship between Romina's beliefs and problem-solving behaviors, the results of this study imply specific instructional interventions that support the development of mathematical ideas and reasoning from elementary grades through college and into the workplace.
