Seattle, Washington
June 14, 2015
June 14, 2015
June 17, 2015
978-0-692-50180-1
2153-5965
Educational Research and Methods
Diversity
20
26.1142.1 - 26.1142.20
10.18260/p.24479
https://peer.asee.org/24479
284
Dr. Bourne is the Director of Enrollment Management at Wright State University and completed his PhD in Engineering at Wright State. He holds a BA in Economics and MPA. His research focus is in engineering education and student success measures in engineering curriculum.
Nathan Klingbeil is a Professor of Mechanical Engineering and Dean of the College of Engineering and Computer Science at Wright State University. He is the lead PI for Wright State’s National Model for Engineering Mathematics Education, which has been supported by both NSF STEP Type 1 and CCLI Phase 3 awards. He has received numerous awards for his work in engineering education, and was named the 2005 Ohio Professor of the Year by the Carnegie Foundation for the Advancement of Teaching and Council for Advancement and Support of Education (CASE).
Measuring the impact of a mathematics intervention on student mathematics self-efficacy: Development and application of revised measurement toolResearch into the effectiveness of a mathematics intervention course for first year engineeringstudents revealed anomalous results in relation to student persistence. While previous studies ofperformance of college engineering students showed that ACT Math scores were highly linearlypredictive of student persistence outcomes, the study in question did not show similar results.The study revealed an interaction between ACT Math and high school GPA for students thatcompleted the course. The results showed an inverse relationship between ACT Math andpersistence in college engineering when high school GPA crossed effects were included. It washypothesized that a change in mathematics self-efficacy may play a role in the improvement ingraduation rates of students with above average high school GPAs, but below average ACTMath scores which showed improved graduation rates disproportionately higher than othergroups. A new mathematics self-efficacy measurement tool was needed to determine if a changein mathematics self-efficacy occurred as previous iterations of the Mathematics Self-EfficacyScale (MSES) and MSES Revised (MSES-R) were not adequate in showing a change in self-efficacy over time. This paper reviews the development of the newly revised mathematics self-efficacy tool, the effectiveness of the tool and the outcome of the effectiveness of themathematics intervention course on improving mathematics self-efficacy of freshmenengineering students.
Bourne, A., & Klingbeil, N. W., & Ciarallo, F. W. (2015, June), Measuring the Impact of a Mathematics Intervention on Student Mathematics Self-efficacy: Development and Application of Revised Measurement Tool Paper presented at 2015 ASEE Annual Conference & Exposition, Seattle, Washington. 10.18260/p.24479
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