Does Watching "Do the Math" Affect Self-Efficacy and Achievement in Mathematics?

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Autor/in	Cavazos, Blanca Guadalupe
Titel	Does Watching "Do the Math" Affect Self-Efficacy and Achievement in Mathematics?
Quelle	(2014), (141 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, California State University, Fresno
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-3037-0697-4
Schlagwörter	Hochschulschrift; Dissertation; Educational Television; Mathematics Instruction; Secondary School Mathematics; Program Effectiveness; Middle School Students; Self Efficacy; Hispanic American Students; Low Income Groups; Hypothesis Testing; Grade 4; Grade 5; Grade 6; After School Programs; Rural Schools; Metropolitan Areas; Pretests Posttests; Diaries; Television Viewing; Technology Uses in Education; Statistical Analysis; Mathematics Achievement; Age Differences; Correlation + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Bildungsfernsehen; Schulfernsehen; Mathematics lessons; Mathematikunterricht; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Self-efficacy; Selbstwirksamkeit; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Hypothesenprüfung; Hypothesentest; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Ballungsraum; Diary; Tagebuch; Fernsehkonsum; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Statistische Analyse; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Age; Difference; Age difference; Altersunterschied; Korrelation
Abstract	"Do The Math," a 1-hour, live, educational television program provides on-air instruction in general math, geometry, pre-algebra and algebra to a target audience of 4th-12th graders. A team of math teachers also provides tutoring to students who call in for help with homework. The purpose of this study was to investigate whether watching "Do The Math" has an effect on middle school students' self-efficacy and achievement in math. A secondary purpose was to examine whether the self-efficacy measurement instrument, The Sources of Middle School Mathematics Self Efficacy Scale, was valid for a population that is predominantly Hispanic/Latino and low socioeconomic level. The theoretical framework for this study was based on Social Cognitive Theory and personal agency as posited by Bandura (1977). The theory hypothesizes that human beings operate based on interactions between their thoughts and emotions, behaviors, and existing conditions in their environment. These interactions are interpreted from four main sources of information--mastery experiences, vicarious experiences, social verbal persuasions, and emotional and physiological states (Bandura, 1997). Study participants (n = 293) were fourth (n = 135), fifth (n = 94) or sixth graders (n = 64) enrolled in an After School program. One district is in a rural community and the other is in a metropolitan area. The majority of participants were female (n = 164). The Sources of Middle School Mathematics Self Efficacy Scale was used to measure self-efficacy and a 20-problem mathematics diagnostic test was used to assess achievement. Pre and posttests using both instruments were administered 8--12 weeks apart. More than half of the study participants (n = 153) watched "Do The Math" and logs were maintained of the time spent watching the show and the number of episodes watched. The study found there were no statistically significant differences in self-efficacy and achievement in math between students who watched the show and those who did not view the program. Only the fourth-grade level and one school showed a significant relationship with the sources of self-efficacy. The sources also showed a significant relationship with one another, as in previous studies. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01