Date

7-2018

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Christopher Clark

Keywords

Mathematics Self-Efficacy, Online Education, Quantitative Literacy, Self-Efficacy

Disciplines

Curriculum and Instruction | Education | Educational Assessment, Evaluation, and Research | Educational Psychology | Other Education | Science and Mathematics Education

Abstract

Mathematics self-efficacy has been shown to be a strong predictor of mathematics performance and mixed results have been found when examining the mathematics self-efficacy of face-to-face students based on gender and age. However, there is a lack of research studies that examine if differences exist in the mathematics self-efficacy of face-to-face and online students. The purpose of this ex-post facto causal comparative quantitative study was to determine if differences existed in the mathematics self-efficacy of Quantitative Literacy students, as measured by the Mathematics Self-Efficacy Scale, based on their choice of delivery method (face-to-face or online). Participants for this research study were comprised of select face-to-face and online Quantitative Literacy students at seven North Carolina community colleges. Data were examined using a one-way multivariate analyses of variance (MANOVA) and a statistically significant difference was found in the mathematics task self-efficacy and math-related school subjects’ self-efficacy of students who enrolled in a face-to-face or online Quantitative Literacy course. Online Quantitative Literacy students possessed both a higher mathematics task self-efficacy and math-related school subjects’ self-efficacy. Additional data analyses revealed no statistically significant differences in the mathematics self-efficacy of Quantitative Literacy students based on gender and method of placement (high school multiple measures, placement test scores, and developmental mathematics course completion).

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