Instructional Technology
Conference 2005
Proposal #44
Title: Development of a scale to measure self-efficacy for learning mathematics asynchronously
Name: Charles B. Hodges
Audience Level: All
Audience: faculty, general
Length: All presentations and panel discussions will be allotted one hour; all hands-on workshops will be allotted two hours.
Abstract:
Self-efficacy has proven to be an important construct in traditional learning environments. However, the role of self-efficacy and academic achievement in asynchronous or online learning environments is not understood. This gap in the literature is critical given the growing prominence of online and asynchronous learning. Toward an understanding of these concepts a scale to measure self-efficacy to learn mathematics asynchronously has been constructed. The development process, validity, and reliability information will be presented.
Description:
Research findings support contentions that student motivation is better explained by self-efficacy (Bandura, 1997) than other cognitive or affective processes (D.H. Schunk, 1989; 1991). Collectively over two decades of research has demonstrated that students' self-efficacy beliefs are valid predictors of student motivation and performance. These results have been found at various stages in the educational process and with a wide range of statistical controls. Specifically, higher self-efficacy for mathematics has been shown to be related to performance, persistence, reduced math anxiety, and greater interest in math related college majors and career choices. In many instances self-efficacy has been a better predictor of performance than prior experiences. Therefore, self-efficacy should be of concern to all educational practitioners. Bandura (1997; 2001) provides several guidelines to be used in the construction of self-efficacy scales. A frequent topic of discussion regarding assessment of self-efficacy beliefs is the level of specificity of the instrument. Precise judgments of capability paired with specific outcomes yield the best predictions and offer the best explanations of performance outcomes (Bandura, 1986). Research has confirmed this assertion. In their meta-analysis of self-efficacy beliefs Multon, Brown, and Lent (1991) found that the strongest effects were found by researchers who used specific measures of self-efficacy paired with corresponding performance measures. Thus, when one attempts to understand the self-efficacy beliefs of learners in asynchronous mathematics courses, a self-efficacy instrument specific to the asynchronous context is required.
This presentation will chronicle the process used to develop a self-efficacy instrument for a specific asynchronous mathematics course including establishing the validity and reliability of the instrument.
Session Type: Lecture/Presentation OR Poster Session
Contact information/affiliation:
Charles B. Hodges
Virginia Tech
Department of Mathematics (0123)
Blacksburg, VA 24061
Phone: (540) 231-2219
Fax: (540) 231-5960
Email: hodgesc@vt.edu
Equipment: LCD projector for use with laptop computer. Can provide own projector if necessary.