Date Approved
6-12-2014
Degree Type
Open Access Thesis
Degree Name
Master of Arts (MA)
Department or School
Teacher Education
Committee Member
Alane Starko, PhD, Chair
Committee Member
Nelson Maylone, PhD
Committee Member
Patricia Pokay, PhD
Abstract
Academic efficacy plays a critical role in student success in math learning at all levels due to its impact on persistence, motivation, and academic performance. This research aimed to connect student efficacy with key aspects of the instructional environment in six undergraduate math classes. Student surveys indicated significant differences in mean efficacy between classes, as well as significant differences in student perceptions of teacher behavior between the efficacy groups. Findings from observations of the classes revealed that key aspects of the instructional discourse varied by efficacy group. Instructors in higher efficacy classes tended to have more personal connections with students and used more positive and encouraging language, particularly in response to student errors. These findings mirror the results of similar studies at the K-12 level and have important implications for teaching practice in higher education.
Recommended Citation
Becker, Sandra, "Connecting teaching practice to student efficacy in undergraduate mathematics" (2014). Master's Theses and Doctoral Dissertations. 706.
https://commons.emich.edu/theses/706