engineering, which can tip the scales in the students’ decision orability to stay in engineering [1]. Gateway courses to advanced study in engineering, such asCalculus II, have been historically perceived by students to be the most difficult [2]. Anecdotalreasons for this could include the complexity of the calculus curriculum, the amount ofbackground knowledge needed to keep pace with learning, and lack of time for conceptexploration and engagement during class. Studies have shown that self-efficacy is morepredictive of mathematics performance than prior mathematics experiences and measures ofmathematics anxiety [3], [4].Self-efficacy can be defined as an individual's belief in their innate ability to achieve goals, andis based on both skill mastery
Paper ID #34797Impacts of Mentoring on Math and Leadership Self-Efficacy Among CivilEngineering StudentsDr. Mary Katherine Watson, The Citadel Mary Katherine Watson is currently an Associate Professor of Civil and Environmental Engineering at The Citadel. She holds BS and MS degrees in Biosystems Engineering from Clemson University and a PhD in Environmental Engineering from The Georgia Institute of Technology. She enjoys, and has invested significantly, in the development of her undergraduate students, serving as past faculty advisor for numerous student groups. Dr. Watson is passionate about improving access to
during which the surveys were administered.MeasuresThe survey consists of (a) section of demographic information and (b) section of questions onself-beliefs in success (academic self-efficacy and subjective values), academic engagement(efforts and persistence), learning climate, and achievement emotions (enjoyment, anxiety,hopeless, shame, and anger before, during, and after class). In (a) section, the demographicitems measure students’ gender (male= 0, female =1), age, race, major, academic year, andself-reported GPA. The (b) section includes 98 Likert-scaled items from 1 (strongly disagree)to 5 (strongly agree) and from 1 (not at all true of me) to 7 (very true of me). All Likert-scaled items were adapted from existing research [9]. Some
behavior domainsexplore the relation between attitude and its internal factors of calculus learning amongengineering students in Taiwan. This study used theory and related research to develop aquestionnaire research tool. The internal factors of calculus learning that we choose wereusefulness, self-efficacy, motivation, anxiety, and, learning habits. The contributions of thisstudy are as follows The findings show that a high percentage of students do not havepositive attitudes toward calculus. A statistical significant difference existed in the meanscores for males and females in the calculus attitudes scale. Specifically, statistical significantdifferences were detected between males and females in two attitude domains: cognitive andbehavior. The
-concepts of math ability are also examined 10,14. According toBandura16, math anxiety has an inverse relation to self-efficacy levels. Thus, increasing mathself-efficacy may decrease students’ feelings of anxiety when they perform math activities 17.There is some ambiguity concerning the possible effects of math anxiety on students, and thisambiguity is normally generated by the different ways by which math anxiety is measured. Forexample, including survey items and questions that could combine students’ perceptions of theirmath abilities with their feelings about performing math tasks can create ambiguity 13. If mathanxiety is not established and measured as an independent factor, developing a conclusion aboutits effects on students’ behavior and
success of the new school. “IntroductoryMathematics for Engineering Applications” is an integral part of the model which has aproven success rate of not only improving retention and consequently graduation rate butalso improving self-efficacy of students with above average high school GPA’s. It is believedthat, “The hard workers make it through because the course helps them believe they can doit.”4 This was especially true for females who, “Felt more strongly that the course hadincreased their chances of success in engineering than did males. It helped them believe thatthey had chosen the right major, and the result was an even greater impact on ultimategraduation rates.”4Therefore, the purpose of implementing this course for the student is to
than those for science andengineering—three of the five students indicated a positive change on items pertaining to aninterest in mathematics on at least three survey items, and two students indicated a positivechange in interest toward subject areas and jobs associated with mathematics. There are severalfactors which may have contributed to more positive responses to mathematics questions. First,the questions contained in the “Student Attitudes” section of the survey were designed tomeasure self-efficacy, interest, and usefulness of a particular area of STEM toward their futures.In the mathematics section, all eight survey items assessed self-efficacy. In the science section,five survey items assessed self-efficacy, and three survey items
certain post-requisite courses that we have seen as aresult of R-Calc is now discussed, and is likely influenced by (1) improved grades in the course,(2) increased relevancy of content, (3) active learning, (4) increased self-efficacy, and (5)increased sense of belonging. Other factors may also be relevant.Improved Grades: The literature on first-year academic success as measured by grade pointaverage shows a clear association with retention; for example, see Whalen (2010) and Herzog(2005). Herzog (2005) also found that after GPA, the strongest predictor of retention wasperformance in first-year mathematics courses. The role of first course grade in mathematics wasalso studied by Callahan (2017), who showed that earning a grade of “A” or “B” in
strategies in various subject areas such as statistics, chemistry, technology, socialstudies, and physical education.15 Research has shown that learner characteristics measured bythe MSLQ have strong associations with their self-regulative learning processes and academicperformance. Based on research conducted by Pintrich and his colleagues at the University ofMichigan, the MSLQ has become a standard instrument for conducting research on self-regulation and motivation. The generally accepted conclusion is that positive motivationalorientations (e.g., intrinsic goal, high task value, high self-efficacy, and low test anxiety) arerelated to higher levels of self-regulated learning strategies, which in turn are related to betteracademic performance.16
, easily implemented method for augmenting Calculus Iand II with Engineering content through the use of modules and peer mentors. The programeliminated the need for a significant time commitment from engineering faculty, institutionalchanges or modifications of existing calculus curriculum. The objective of this paper is toevaluate the impact of the program on student learning, self-efficacy, and student connectednessto engineering. The impact was measured using data gathered through a structured recordreview, student surveys, and focus groups. Presentation of the collected data is followed with adiscussion of its meaning and suggestions for improving the program.Augmenting Calculus with Engineering ContentThe stated objective of the program
mathematical self-efficacy and problem solving skills). The research project is in its second year of implementation. Last year 120 students were introduced into the course, and this year 80 more students are involved in the project. Thus far, the results of the project have shown a strong correlation between student engineering interest, aptitude, programming understanding, and an increased understanding of mathematics.IntroductionMathematics has long been regarded as an essential skill, as noted by the American Society forEngineering Education’s mathematics division (Selingo, 2008). The Cold-War era “space race”pushed engineering awareness, mathematical, and scientific ability to the fore of our educationalsystem. And
only so much you can do with these circumstances. And I guess I [sic]giving office hours is the best they can do.” In retrospect, the majority of students indicated thatthey would have spent more time preparing and organizing resources if they had known such atransition would take place. This fact highlights how underprepared many of the students were inthe skills needed to be successful in online learning. Students have spent years developinglearning and study skills in mostly in-person environments. When forced to transition to onlinelearning, students may have lacked the confidence or self-efficacy to take charge of their ownlearning and seek out resources to better their learning either through office hours, friend orstudy groups, or
role models in educationsettings, including Social Cognitive Theory (Bandura, 1977), Expectancy Value Theory (Eccles& Wigfield, 2002), and the Stereotype Inoculation Model (Dasgupta, 2011). Social CognitiveTheory places emphasis on self-efficacy, people’s beliefs on what they themselves can do. Indeveloping their self-efficacy, learners can adjust their own efficacy in numerous ways such asobserving the outcomes of others’ actions, particularly if the model is perceived as being similar(Cook & Artino, 2016). Expectancy Value Theory (EVT) examines the expectation of successand perceived value of accomplishing the task (Cook & Artino, 2016). The expectancy ofsuccess is shaped by motivational beliefs. Role models represent who can be
). It is interesting tonote that this correlates to participating teachers’ students having an average score in the “MeetsExpectations” category while the comparison group fell in the “Approaches Expectations”category as defined by the Texas Education Agency (TEA). This report will provide a practicalgroundwork for crafting cross-curricular professional development opportunities that lead toincreased teacher self-efficacy and student achievement on standardized mathematicsassessments.IntroductionMathematics courses have been described as a gatekeeper for student achievement for decades[1]. Although some contest that performance in these courses is merely an indicator of studentsuccess and not a contributing factor, many studies point to the
emphasizes are the time the band wants something to occur and the speed thecamera must be recording at. This spreadsheet is included in the guides paired with “The OneMoment” music video in order to connect real-world use of mathematics to the classroom. Thisshows students that math is applicable in different careers, including the music industry. Byallowing students to approach math in this way, self-efficacy for students who feel less confidentin their mathematical capabilities can increase [2]. The OK Go Sandbox educator and student guides that pair with “The One Moment”music video explore the topics of spreadsheets, analytical and theoretical data, frame rate, andslow motion. This guide is designed for students in grades 9-12 and covers
, autonomy, andrelatedness. In other words, students’ individual motivation is constrained by the normsof the classroom (Goldin et al. 2016). When students’ basic psychological needs aresupported by the classroom structure, they are more likely to internalize their motivationto learn (Niemec & Ryan 2009). Many prior studies in education, ranging fromelementary school to college, have shown the importance of promoting autonomousregulation in the classroom (Deci et al. 1991). In general, more autonomous forms ofmotivation have been linked to increased interest, excitement, and confidence. This hasbeen shown to lead to higher performance and persistence, even among students with thesame level of self-efficacy (Ryan & Deci 2000).ContextTo study
. Presently, e-learning is already deeply integrated into schoolcurricula to motivate students and facilitate learning. Numerous studies have revealed thebenefits of implementing self-paced e-learning strategies in traditional curricula for improvingcritical learning variables such as motivation, self-efficacy, goal-orientation, satisfaction, andpersistence.1 Especially, there has been a fair amount of acceptance and practice among thecommunity of science and engineering education community that traditional teaching can begreatly benefited by incorporating e-learning strategies.2-6 Leading academic organizations suchas the Sloan Consortium also advocate that incorporating online learning strategies into theengineering curricula can augment some of
students sit in the same place doing their assignments individually [9]. If the instructors detect a mistake or a student requests their help, they sit together with the group of students and give them a set of “hints” rather than simply solving the problem for them. We teach our students that in order to learn mathematics they should never ask for the solution to the problem, instead they should do it on their own so that they learn by solving the problem [3]. After all, in this part we want to engage more students in learning mathematics. We want the teachers to become facilitators of learning experiences and improve the self-efficacy of students by boosting their confidence and help-seeking abilities [11]. It is worth mentioning that
self-efficacy and problem solving. Instructional Science, 45(5), 583–602.[27.] Rau, M. A., Aleven, V., & Rummel, N. (2016). Supporting students in making sense of connections and in becoming perceptually fluent in making connections among multiple graphical representations. Journal of Educational Psychology.[28.] Satyanarayana, Ashwin. 2013.Software tools for teaching undergraduate data mining course. Smerican Society of Engineering Education Mid- Atlantic Fall Conference.[29.] Sfard, A. and Leron, U. (1996). Just give me a computer and I will move the earth: Programming as a catalyst of a cultural revolution in the mathematics classroom. International Journal of Computers for Mathematical Learning[30.] Sherin
math self-efficacy).In all cases, KA was used as a supplemental resource in a blended learning model. Blendedlearning as a term emerged in 19993 and refers to the blending of "text-based asynchronousInternet technology with face-to-face learning,"4 where the primary role of ICT is tocomplement student learning as opposed to replace face-to-face time.5 One form of blendedlearning that is becoming increasingly common in tertiary science and engineering educationis the combined use of Flipped Classroom (FC) and Just-in-Time Teaching (JiTT). FC refersto a teaching structure where students receive their first exposure to the subject material priorto class so that class time can be freed up to work with the material, which is the reverse orderto
and Self-efficacy," Active Learning in Higher Education, vol. 16, no. 2, pp. 119-132, 2015.[13] M. Schwartz, "Open Book Exams (PDF)," Ryerson University, [Online]. Available: https://www.ryerson.ca/content/dam/learning-teaching/teaching- resources/assessment/open-book-exams.pdf. [Accessed 7 March 2021].[14] Western Illinois University, "Fast Facts," 2020. [Online]. Available: http://www.wiu.edu/about/docs/fastfacts.pdf. [Accessed 7 March 2021].[15] Registrar, Interviewee, WIU Math Minors 2017-2021. [Interview]. 1 March 2021.[16] Registrar, Interviewee, WIU Engineering Retention 2017-2021. [Interview]. 1 March 2021.[17] American Society for Engineering Education, Engineering by the Numbers: ASEE Retention and Time-to