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Self-Efficacy in a General Self-Efficacy in a General Education Mathematics Education Mathematics CourseCourseDr. Laura SchmidtUniversity of Wisconsin – Stout
OPID Spring Conference
BackgroundBackgroundOPID two year project on the gap
between students’ and instructors’ expectations, and the impacts of closing the gap.
Motivational aspect unchanged from the project.
Led to current Teaching Scholars project on motivation which transformed into a project on self-efficacy.
ContextContextConcepts of Mathematics Course39 studentsMajors: education, art, health &
wellness, vocational rehabilitation, hotel, restaurant & tourism, apparel, communications & media, human development & family studies
Required course for general education
MethodologyMethodologyWeekly surveys (wk 2 – wk 15)In-class every Monday
SurveySurveyDemographics includedLikert questions scale: 1 (not at all true of me) – 5 (very true
of me)Open ended questions
QuestionsQuestionsI’m confident I can learn the basic
concepts taught during this week.I’m confident I can understand the
most complex material presented by the instructor this week.
I’m confident I can do an excellent job on the assignments, problems and tests this week.
I’m confident I can master the skills being taught this week.
Questions continuedQuestions continuedCompared with other students in
this class, I expect to do well on this week’s assignments.
Compared with other students in this class, I think I’m a good student.
Compared with other students in this class, I think I know a great deal about the subject.
Questions continuedQuestions continuedI can solve most problems this
week if I invest the necessary effort.
I can remain calm when facing difficulties on problems this week.
I can persevere when encountering difficulties on this week’s assignments.
Questions continuedQuestions continuedBriefly describe your study plan
this week, if any.
What and how are you feeling about your progress in this course? Are there any elements of the class that you feel may be especially helpful or harmful to your progress?
Response RatesResponse Rates39 students in classSeven students did all 14
surveys, ~18% responseSix students missed only one
survey, ~15%Eleven students missed between
2-5 surveys, ~28%Remaining missed 6 or more
surveys
Overall Class ResultsOverall Class Results
SummarySummaryOptimistic on the first surveyLower scores near exam timesLowest score near logic chapterHighest score near geometry
chapterNewer topics have lower scores,
and review topics have higher scores
Individual Student Results Individual Student Results
*Includes scores for 7 students who completed all 14 surveys
Future WorkFuture WorkAnalyze remaining data from fall
and spring semestersAnalyze by gender, age, first-
generation statusAnalyze qualitative responsesDevelop plan for interventions
Thanks!Thanks!Encouragement and support from
the Wisconsin Teaching Fellows & Scholars Program, and the Office of Professional and Instructional Development.
UW-Stout Provost’s OfficeUW-Stout Mathematics,
Statistics, and Computer Science department