A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration
School of Education
Doctor of Education in Curriculum & Instruction (EdD)
Vivian O. Jones
Mathematics Self-efficacy, Social Cognitive Theory, Self-efficacy Theory, Gender, Math Acceleration
Curriculum and Instruction | Education
Probst, Jacqueline Renee, "A Causal-Comparative Analysis of Mathematics Self-Efficacy Based on Gender and Math Acceleration" (2019). Doctoral Dissertations and Projects. 2045.
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.