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Increasing Student Mathematics Self-Efficacy Through Teacher Training. Presenters: Wei-Chih Hsu Professor: Ming-Puu Chen Date: 05/24/2008. Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18 , 278–312.

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increasing student mathematics self efficacy through teacher training

Increasing Student Mathematics Self-Efficacy Through Teacher Training

Presenters: Wei-Chih Hsu

Professor: Ming-Puu Chen

Date: 05/24/2008

Siegle, D., & McCoach, D. B. (2007). Increasing student mathematics self-efficacy through teacher training. Journal of Advanced Academics, 18, 278–312.

introduction
Introduction
  • The purpose of this study
    • To determine whether teachers who received staff development on classroom self-efficacy strategies would effect changes in students’ mathematics self-efficacy.
  • This study differed from previous studies on self-efficacy in four ways.
    • It attempted indirectly to influence students’ self-efficacy through teacher training.
    • The instructional modifications suggested for teachers in the treatment groups in this study occurred in whole-classroom environments with all students.
    • This study implemented a package ofinstructional techniques that had been found to influence self-efficacy.
    • An attempt was made to increase students’ self-efficacy and subsequently, student achievement, not merely to establish a relationship.
theoretical framework
Theoretical Framework

Self-Efficacy Theory

  • Stevens, Olivarez, and Hamman (2006) reported that self-efficacy and the sources of self-efficacy described below were stronger predictors of mathematics achievement than general mental ability.
  • Zarch and Kadivar (2006) found that mathematics ability had a direct effect on
    • Mathematics performance
    • Mathematics self-efficacy judgments.
  • Self-efficacy judgments are based on four sources of information
    • An individual’s own past performance,
    • Vicarious experiences of observing the performances of others,
    • Verbal persuasion that one possesses certain capabilities,
    • Physiological states(Bandura, 1986).
  • These four sources have been found to influence both academic and self-regulation efficacy beliefs (Usher & Pajares, 2006).
theoretical framework4
Theoretical Framework

continued

  • Four sources of self-efficacy judgments
    • Past performance: is the single greatest contributor to students’ confidence and their ability to achieve in school.
      • The relationship between prior mathematics achievement and self-efficacy was stronger for Hispanic students than for Caucasian students. (Stevens, Olivarez, Lan, and Tallent-Runnels, 2004)
    • Observing others similar to one’s self succeed or fail.
      • Individuals make judgments about their own capabilities (Schunk, 1989b).
    • Verbal persuasion
      • The persuader’s credibility is also an important factor with verbal persuasion (Schunk, 1989a).
    • Physiological states
      • Self-efficacy beliefs are also impacted by physiological cues.
theoretical framework5
Theoretical Framework

continued

Strategies to Increase Self-Efficacy

  • This study provided specific instructional strategies using three sources of self-efficacy information
    • Past experiences
    • Observations of others as models
    • Verbal persuasion.
  • The training specifically focused on
    • Teacher feedback
      • Included teachers complimenting students on their abilities and the skills they acquired.
    • Goal setting
      • Included activities designed to draw students’ attention toward their successful performances.
    • Modeling
      • Involved students observing fellow students successfully completing similar tasks.
theoretical framework6
Theoretical Framework

continued

Research on School Staff Development

  • Joyce and Showers (1982) proposed four elements of in-servicetraining that “virtually guarantee the successful implementationof almost any approach”
    • Study of the theoretical basis or rationale of the teachingmethod;
    • Observation of demonstrations by persons who are relativelyexpert in the approach;
    • Practice and feedback in protected conditions (such astrying out the strategy on each other and then on childrenwho are relatively easy to teach);
    • Coaching one another as they work the new approachinto their repertoire and providing one another withideas and feedback.
  • The teacher training developed for this study was based onthe first three elements of Joyce and Showers’ (1982) staff developmentmodel.
methods
Methods
  • The study used a cluster-randomized pretest/posttest design.
  • The sample
    • 872 fifth-grade students
    • 435 males; 432 females; 5 gender not provided
  • Procedures and Materials
    • This study consisted of two phases.
    • The treatment group teachers
      • In the first phase, they were trained in the self-efficacy construct and self-efficacy strategies to use in their classroom.
      • In the second phase, they implemented the self-efficacy strategies while teaching a 4-week mathematics unit in measurement that was developed by the researchers.
    • The control group teachers
      • Be taught the same 4-week mathematics measurement unit;
      • They did not receive self-efficacy training.
methods8
Methods

continued

  • Data Sources
    • Two student instruments
      • Student Mathematics Survey, was developed to assess students’ self-efficacy related to their ability in measurement.
        • It consisted of 35 statements,
        • A 7-point scale ranging from not good to super good.
      • Math Achievement Test
        • 32 questions and was designed to assess mathematics achievement in measurement.
  • Analysis
    • For the purposes of the analyses, level 1 was the student level, and level 2 was the school level. (level-2 sample size, N=15)
    • Each of the dependent variables (self-efficacy and achievement), we used a model building approach (Raudenbush & Bryk, 2002).
    • Three independent variables: gender, ability, and the pretest score,
analysis of the teacher training
Analysis of the Teacher Training
  • Phase One: Teacher Training
    • A clear understanding of the self-efficacy strategies
    • Ability to implement the strategies during the study.
  • Phase Two: Teaching the Measurement Unit
    • Investigated how often they implemented the strategies
    • Investigated the impact on student mathematics self-efficacy and achievement.
  • Self-Efficacy Strategy Implementation by Treatment Teachers. (Table2)
analysis of student data
Analysis of Student Data
  • Preassessment Data
    • Indicated that there were no statistically significant main effects of treatment group on either math self-efficacy or math achievement.
    • Teachers’ rating of students’ ability was a statistically significant predictor of both pretest math self-efficacy and pretest math achievement
  • Mathematics Self-Efficacy
    • Ability was still a statistically significant predictor of post math self-efficacy, as was pre math self-efficacy.
    • Gender was not a statistically significant predictor of self-efficacy
analysis of student data11
Analysis of Student Data

continued

  • Mathematics Achievement
    • Achievement was measured as the percentage of correct answers on a measurement skills test.
    • Students’ math ability level was not a statistically significant predictor of posttest math achievement
    • Gender was a statistically significant predictor of posttest math achievement.
analysis of student data12
Analysis of Student Data

continued

  • The relationship for posttest achievement and posttest self-efficacy was stronger for the treatment students than for the control students.
discussion conclusion
Discussion & Conclusion
  • Teacher Training
    • Teachers can modify their instructional strategies with minimal training, and this can result in increases in students’ self-efficacy.
    • The training also prompted the teachers to expect that the strategies would produce useful outcomes.
  • Teaching Strategies
    • The strongest source of efficacy information is past experience (Bandura, 1993).
      • The activities in this study provided opportunities for students to see the progress they were making.
    • Teacher feedback
      • Can function as verbal persuasion.
      • Also functions as past performance awareness.
      • “Good work!” & “You’re getting good at using a ruler”.
    • Student models (Group work)
      • Provided students with an opportunity to observe a variety of peer models.
discussion conclusion14
Discussion & Conclusion

continued

  • Limited Achievement Differences
    • The students in this study were not presented with additional tasks beyond those found in the initial lesson.
    • If one or two concepts had been explored for several weeks, achievement differences may have emerged.
  • Suggestions for Further Research
    • This study needs to be replicated with a more culturally diverse population.
    • Variations on goal orientation (Dweck, 2000; Lodewyk & Winne, 2005) should be included into the design of future studies of this nature.
    • Significant increases in student self-efficacy can be achieved during a short time period with minor changes in instructional style.
expansion
Expansion
  • This article suggests practical solutions based on self-efficacy theory to improve the motivation of struggling learners.
  • POW Strategy
    • To start writing, I first need to Pick my idea, Organize my notes, and Write and then say more by writing again.
  • General strategies for strengthening students’ self-Efficacy.
    • What to do (5 strategies).
    • What to say (4 strategies).
  • What to do (5 strategies)
    • Plan Moderately Challenging Tasks.
    • Use Peer Models.
    • Teach Specific Learning Strategies.
    • Capitalize on Student Choice and Interest.
    • Reinforce Effort and Correct Strategy Use.

Margolis, H., & McCabe, P. P.(2006). Improving self-efficacy and motivation: What to do, what to say. Intervention in School and Clinic, 41, 218–227.

expansion16
Expansion
  • What to say (4 strategies).
    • Encourage Students to Try.
    • Stress Recent Successes.
    • Give Frequent, Focused, Task-Specific Feedback.
      • Salend (2001) recommended fivekinds of teacher-directed feedback
        • Corrective feedback
        • Prompting
        • Process feedback
        • Instructive feedback
        • Praising
    • Stress Functional Attribution Statements.