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ERIC Number: EJ1122290
Record Type: Journal
Publication Date: 2013
Pages: 16
Abstractor: As Provided
ISSN: ISSN-1042-0541
Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers
Stripling, Christopher T.; Roberts, T. Grady
Journal of Agricultural Education, v54 n2 p114-129 2013
Teachers who are efficacious persevere through challenges in the learning environment and put forth more effort in designing learning activities. The purpose of this study was to determine the effects of mathematics teaching and integration strategies (MTIS) on preservice agricultural teachers' personal mathematics efficacy, mathematics teaching efficacy, and personal teaching efficacy in a teaching methods course. The research design was quasi-experimental and utilized a nonequivalent control group. Data were collected at the following three collection points; (a) week 1 of the semester; (b) week 12 of the semester/after the preservice teachers in the treatment group delivered their first mathematics enhanced lesson; and (c) week 15 of the semester. Participants were moderately efficacious in mathematics teaching efficacy and efficacious in personal mathematics efficacy and personal teaching efficacy at all three data collection points. Furthermore, significant differences were not found in the mathematics teaching efficacy, personal mathematics efficacy, and personal teaching efficacy of the preservice agricultural teachers based upon the MTIS treatment.
American Association for Agricultural Education. P.O. Box 7607, Department of Agricultural and Extension Education, Raleigh, NC 27695. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Florida
Grant or Contract Numbers: N/A