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THE LINK BETWEEN TEACHER PRACTICES AND HIGH SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY: A MULTILEVEL ANALYSIS

Johnson, Clarence William, Sr.
http://rave.ohiolink.edu/etdc/view?acc_num=csu1229719270

Abstract Details

2008, Doctor of Philosophy in Urban Education, Cleveland State University, College of Education and Human Services.
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.
Joshua Bagaka's, Ph.D. (Committee Co-Chair)
E. Michael Loovis, Ph.D. (Committee Co-Chair)
Sarah Toman, Ph.D. (Committee Member)
Maggie Jackson, Ph.D. (Committee Member)
Ralph Mawdsley, Ph.D. (Committee Member)
126 p.
Education; Mathematics Education
mathematics self-eficacy; teacher practices

Recommended Citations

Citations

  • Johnson, Sr., C. W. (2008). THE LINK BETWEEN TEACHER PRACTICES AND HIGH SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY: A MULTILEVEL ANALYSIS [Doctoral dissertation, Cleveland State University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229719270

    APA Style (7th edition)

  • Johnson, Sr., Clarence. THE LINK BETWEEN TEACHER PRACTICES AND HIGH SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY: A MULTILEVEL ANALYSIS. 2008. Cleveland State University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=csu1229719270.

    MLA Style (8th edition)

  • Johnson, Sr., Clarence. "THE LINK BETWEEN TEACHER PRACTICES AND HIGH SCHOOL STUDENTS’ MATHEMATICS SELF-EFFICACY: A MULTILEVEL ANALYSIS." Doctoral dissertation, Cleveland State University, 2008. http://rave.ohiolink.edu/etdc/view?acc_num=csu1229719270

    Chicago Manual of Style (17th edition)

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© 2008, all rights reserved.
This open access ETD is published by Cleveland State University and OhioLINK.