The relationship between self-efficacy, help-seeking behaviors and student achievement among middle level mathematics students in an interactive learning environment
Dolores Gordon, TUI University, United States
TUI University . Awarded
The intent of this study was to examine the relationships between self-efficacy, help-seeking behavior, and student achievement among mathematics students in the middle grades while controlling for gender, grade level, and ethnicity. Levels of student achievement were measured via the (a) course grades, (b) performance on the Mathematics section of the Georgia Criterion Referenced Competency Test (GCRCT), and (c) Success Maker and/or Skills Tutor Program session grade. Self-efficacy was measured via the Mathematics Skill Self-Efficacy Instrument, the Sources of Middle School Mathematics Self-Efficacy Scale, and the Help-Seeking Self-Efficacy Instrument. This study examined the relationships among and between these factors via a mixed-methods research design. The primary method of statistical analyses was multiple regression procedures. The results of the power analysis determined that a sample size of 225 was sufficient to test each hypothesis with a power of .80. The sample size for this study exceeded the necessary n size. The quantitative portion of this study entailed a non-experimental research design. The qualitative portion of this study was based on results from focus group interviews. Specifically, three focus groups of eight to 12 students representing three levels of computer-based help feature usage were formed. The participants of each focus group were selected based on the results of the quantitative portion of this study. Social cognitive theory, self-efficacy, and student achievement levels dictated an individual’s degree of self-regulation in an academic setting. When analyzed in this manner, the multiple regression procedures among help-seeking behavior and student achievement were found to have predictor variables to make a statistically significant contribution to the regression model. The final chapter in this study discusses these findings with respect to related theory and empirical research on self-efficacy and help seeking behaviors. The implications that these findings have for the ongoing impact of self-efficacy on student achievement is discussed. Recommendations for future research are addressed.
Gordon, D. The relationship between self-efficacy, help-seeking behaviors and student achievement among middle level mathematics students in an interactive learning environment. Ph.D. thesis, TUI University.
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