#### Title

A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration

#### Date

4-2019

#### Department

School of Education

#### Degree

Doctor of Education in Curriculum & Instruction (EdD)

#### Chair

Vivian O. Jones

#### Keywords

Mathematics Self-efficacy, Social Cognitive Theory, Self-efficacy Theory, Gender, Math Acceleration

#### Disciplines

Curriculum and Instruction | Education

#### Recommended Citation

Probst, Jacqueline Renee, "A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration" (2019). *Doctoral Dissertations and Projects*. 2045.

https://digitalcommons.liberty.edu/doctoral/2045

#### Abstract

This study tested the theories of self-efficacy and cognitive-stage that compare gender and degree of mathematics acceleration to mathematics self-efficacy for math students. The participants for this study were 158 Algebra 2 and Precalculus students enrolled at three different private, metropolitan, secondary schools in the same northwestern state during the 2018-2019 school year. A causal-comparative group comparison design was utilized to determine mathematics self-efficacy differences among math students in relation to gender and degree of mathematics acceleration. Student mathematics self-efficacy scores from the Mathematics Self-Efficacy Scale (MSES) were analyzed using a two-way analysis of variance (ANOVA) to compare means and possible interaction between the two independent variables. No statistical significance was found between gender and mathematics self-efficacy or between degree of mathematics acceleration and mathematics self-efficacy.