Comparing math self-efficacy in middle school girls

There have been no previous studies in the self-efficacy or single-sex schools literature that have looked at the possible relationship between self-efficacy expectations and type of school. This study compared mathematics self-efficacy of sixth, seventh, and eighth grade girls in a single-sex and a co-educational school. Four measures, including a personal background questionnaire, were used to collect data. Results showed a correlation for type of school and importance of mathematics. Contrary to assumptions made by the researcher, girls in the co-educational school scored consistently higher on all measures used. The results of this research suggest that it will take more than single-sex schooling to improve girls' attitudes about math and their participation in technological careers.

Name thesis:degree_name

MA

Level thesis:degree_level

Thesis

Discipline thesis:degree_discipline

Learning Sciences and Human Development

Year dc:date.available

2003

Author dc:creator

• Rodriguez, AnaGloria

Contributors dc:contributor

• Andrew Katayama
• Neal Shambaugh
• Patricia Haught
• Anne Nardi

• Mathematics education
• Secondary education

Identifier

https://researchrepository.wvu.edu/etd/834

OAI identifier oai:identifier

oai:researchrepository.wvu.edu:etd-1837