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ERIC Number: ED564641
Record Type: Non-Journal
Publication Date: 2013
Pages: 113
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3036-2461-2
ISSN: N/A
A Delphi Study: Identifying Strategies That Promote Student Self-Efficacy in the Middle Level Mathematics Classroom
Kieschnick, Lauren E.
ProQuest LLC, Ph.D. Dissertation, Saint Louis University
This dissertation examines the strategies that promote mathematical self-efficacy in the middle level mathematics classroom. The need for more self-efficacious students to pursue mathematics is prevalent in the United States due to the need of workers in the STEM fields. Finding strategies to promote mathematical self-efficacy will provide teachers with tools to aid students in gaining mathematical self-efficacy. This may increase the number of students pursuing mathematics degrees and fulfilling the number of vacant STEM jobs the United States' future. Experts from the areas of self-efficacy research and mathematics education participated in a three round Delphi research study to derive a list of strategies that promote mathematical self-efficacy. The Delphi Method is a methodology developed by the Rand Corporation that is used to obtain the most reliable consensus of a group of experts. By soliciting the opinions of experts in the specific field being researched, a consensus of thought will emerge that can be used in future planning. The first round asked experts what strategies they used to promote self-efficacy in the middle level mathematics classroom. After the strategies were compiled, they were sent to the experts to rate their strength in ability to promote mathematical self-efficacy. The third round asked the experts to rank the strategies as to which were more likely to promote mathematical self-efficacy. The experts contributed many universally-known pedagogical strategies, such as having students work in groups, providing real-world problems, using hand-on problems, and encouraging class discussions. The final round of the Modified Delphi determined that the strategies suggested the most in the first round were not as important as the classroom environment and the rapport between teacher and student and student to student. The conclusions drawn from the study suggest that the emotional needs of the students must be taken into consideration before pedagogical strategies can be successful. [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: Middle Schools; Secondary Education; Junior High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A