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ERIC Number: ED558836
Record Type: Non-Journal
Publication Date: 2012
Pages: 172
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-8918-7
ISSN: N/A
University Student Perceptions of Self-Efficacy in Foundation-Level Mathematics Teaching Methods
Bingen, Charles W.
ProQuest LLC, Ed.D. Dissertation, University of South Dakota
The purpose of this study was to examine college algebra students' perceptions of self-efficacy relating to method of instruction in a large-lecture seminar and self-paced mastery outcomes course. This study was prompted by a lack of information currently available regarding students' perceptions of specific methods of instruction regarding student-centered and instructor-centered instructional modalities. There are studies that examine students' academic self-efficacy in broad terms as well as studies that examine students' mathematics self-efficacy for specific content items. Contemporary educational critics have called for accountability in higher education and increasing pressure to improve student outcomes for students entering college and being placed in remedial education courses. Studies have shown that adoption of instructional methods resulting in sweeping changes in course delivery methods can at time have little significant difference in results of student outcomes. The instrument in this study was designed in part after the report "Seven Principles of Good Practice in Undergraduate Education" which has as its focus, improving teaching and learning through increasing student engagement and active learning. The report "Seven Principles of Good Practice in Undergraduate Education" provided the framework for the National Survey of Student Engagement; however, as noted by Kuh (2001), while the NSSE provides universal information important to all institutions of higher education, "the NSSE survey doesn't assess student learning outcomes directly" (p. 12). This study found that in general students have a perceived moderate preference for the method of instruction utilized in the course they are enrolled in; however, students have strong positive and negative perceptions of self-efficacy for specific instructional methods from both modalities of instruction. The results of this study indicate that students in two universities in the Midwest who had highest grade-point averages preferred lecture, a common approach they had been successful in mastering. However, students with less academic success preferred learner-centered instruction with the opportunity to learn at their own pace. However, both groups preferred the structure of knowing when specific dates for final assessment to earn a grade. Instructional methods should derive from the learning preferences of the students to enhance their abilities to achieve success in college mathematics. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: National Survey of Student Engagement