Connecting teaching practice to student efficacy in undergraduate mathematics

<p>Academic efficacy plays a critical role in student success in math learning at all levels due to its impact on persistence, motivation, and academic performance. This research aimed to connect student efficacy with key aspects of the instructional environment in six undergraduate math classes. Student surveys indicated significant differences in mean efficacy between classes, as well as significant differences in student perceptions of teacher behavior between the efficacy groups. Findings from observations of the classes revealed that key aspects of the instructional discourse varied by efficacy group. Instructors in higher efficacy classes tended to have more personal connections with students and used more positive and encouraging language, particularly in response to student errors. These findings mirror the results of similar studies at the K-12 level and have important implications for teaching practice in higher education.</p>

Name thesis:degree_name

Master of Arts (MA)

Level thesis:degree_level

Open Access Thesis

Discipline thesis:degree_discipline

Teacher Education

Year dc:date.available

2014

Author dc:creator

• Becker, Sandra

Contributors dc:contributor

• Alane Starko, PhD, Chair
• Nelson Maylone, PhD
• Patricia Pokay, PhD

• classroom discourse
• efficacy
• motivation
• teacher caring
• teaching practice
• undergraduate mathematics
• Educational Psychology
• Science and Mathematics Education

Repository record dc:identifier

https://commons.emich.edu/theses/706

OAI identifier oai:identifier

oai:commons.emich.edu:theses-2085