Developmental Mathematics Students: Who are They and What is Their Mathematics Self-Efficacy?

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Baxter, Ryan ; Bates, Alan ; Al-Bataineh, Adel Tawfig (2017)
  • Publisher: İzzet KARA
  • Journal: (issn: 2148-7456, eissn: 2148-7456)
  • Related identifiers: doi: 10.21449/ijate.264026
  • Subject: Developmental mathematics | Education (General) | Developmental mathematics,Higher education,Self-Efficacy,Traditional and non-traditional students,Gender,Ethnicity | Gender | Ethnicity | Self-Efficacy | L7-991 | Higher education | Traditional and non-traditional students | L
    mesheuropmc: education

The purpose of this quantitative study was to determine differences in developmental mathematics students’ self-efficacy within the demographic data from the survey. Data from a sample of 240 Intermediate Algebra students at a single four-year university using the Mathematics Self-Efficacy Results indicate that males possess higher levels of mathematics self-efficacy and confidence with their mathematical abilities than females. Students who completed a lower developmental mathematics course prior to Intermediate Algebra possess lower levels of mathematics self-efficacy. The results of this study suggest developmental mathematics instructors should refine their teaching methodologies by incorporating strategies to increase their student’s self-efficacy.
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