Date
8-29-2025
Department
School of Education
Degree
Doctor of Education in Curriculum & Instruction (EdD)
Chair
Sara Geary
Keywords
extended day, mathematics, self-efficacy, achievement, interest, motivation, after-school program
Disciplines
Education | Elementary Education
Recommended Citation
Kerr, Maria V., "Mathematics Self-Efficacy and Achievement Among Elementary Students who Participate in Extended Day Mathematics Programs: A Causal Comparative Study" (2025). Doctoral Dissertations and Projects. 7392.
https://digitalcommons.liberty.edu/doctoral/7392
Abstract
The purpose of this quantitative causal-comparative study is to examine whether there is a difference in mathematics self-efficacy and achievement among fourth and fifth-grade students who participate in extended-day mathematics programs versus those who do not. The study utilizes the Mathematics Interest Inventory (MII) and the iReady Mathematics Program to measure these variables. Student performance in mathematics is influenced by various factors, including motivation, interest, and self-efficacy. In response to learning loss from emergency school closures, schools nationwide have implemented extended-day programs to help close the achievement gap. Federal and local governments have allocated over $8 billion to support these initiatives. However, while there is extensive research on extended-day programs' effects on reading, data on their impact on mathematics achievement and self-efficacy remain inconclusive. This study contributes to the research by analyzing the effectiveness of extended-day mathematics programs. A total of 159 students from the southeastern United States participated, with 78 attending at least 65% of the extended-day program and 81 serving as a control group. Control and experimental groups were predetermined by parent permission to participate in the extended-day mathematics program at the beginning of the academic year. A multivariate analysis of variance (MANOVA) was conducted, revealing no statistically significant impact of program participation on mathematics achievement or self-efficacy. Future research should track students throughout the school year to assess whether significant differences emerge between the beginning and end of the academic year, providing a clearer understanding of extended-day programs' long-term effectiveness in mathematics.
