Classroom Technology Use and Middle School Mathematics Students' Self-Efficacy

Autor/in	King, Jeriann Cline
Titel	Classroom Technology Use and Middle School Mathematics Students' Self-Efficacy
Quelle	(2014), (162 Seiten) PDF als Volltext Verfügbarkeit Ph.D. Dissertation, Walden University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3039-6479-4
Schlagwörter	Hochschulschrift; Dissertation; Educational Technology; Technology Uses in Education; Self Efficacy; Web 2.0 Technologies; Middle School Students; Mathematics Instruction; Mathematics Skills; Grade 7; Grade 8; Measures (Individuals); Student Surveys; Multiple Regression Analysis; Correlation; Learner Engagement; Student Motivation; Elementary School Students; High School Students; Student Interests; Self Management; Hypothesis Testing; Texas + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Unterrichtsmedien; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Self-efficacy; Selbstwirksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Messdaten; Schülerbefragung; Korrelation; Schulische Motivation; High school; High schools; Oberschule; Studentin; Studieninteresse; Selbstmanagement; Hypothesenprüfung; Hypothesentest
Abstract	Educators face decisions when incorporating an expanding array of technological resources in mathematics education and interventions. Guided by Bandura's theory of self-efficacy, which holds that self-efficacy augments personal accomplishments, this quantitative study explored the relationship of Web 2.0 technology use and the development of middle school students' mathematics self-efficacy. A secondary data analysis was employed on a convenience sample of 978 7th and 8th grade students in north Texas. Students' self-efficacy was measured twice (pre and post) by 24-items on the Sources of Mathematics Self-Efficacy Scale (SMSES) and consisted of four 6-item subscales: mastery experiences, vicarious experiences, social pressures, and physiological states. Additional survey questions quantified Web 2.0 technology usage information related to mathematics education. Data were analyzed via sequential multiple regression analyses, which found no relationship between the level of mathematics self-efficacy and the amount of Web 2.0 usage. The findings may be used to promote positive social change by assisting educators in understanding the relationship between these constructs. Understanding the implications of increased Web 2.0 usage and potential impacts on mathematics self-efficacy will help educators design curriculum that can maximize mathematics self-efficacy in an attempt to improve mathematics achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01