Self-Efficacy in a General Self-Efficacy in a General Education Mathematics Education Mathematics CourseCourseDr. Laura SchmidtUniversity of Wisconsin – Stout

OPID Spring Conference

BackgroundBackgroundOPID two year project on the gap

between students’ and instructors’ expectations, and the impacts of closing the gap.

Motivational aspect unchanged from the project.

Led to current Teaching Scholars project on motivation which transformed into a project on self-efficacy.

ContextContextConcepts of Mathematics Course39 studentsMajors: education, art, health &

wellness, vocational rehabilitation, hotel, restaurant & tourism, apparel, communications & media, human development & family studies

Required course for general education

MethodologyMethodologyWeekly surveys (wk 2 – wk 15)In-class every Monday

SurveySurveyDemographics includedLikert questions scale: 1 (not at all true of me) – 5 (very true

of me)Open ended questions

QuestionsQuestionsI’m confident I can learn the basic

concepts taught during this week.I’m confident I can understand the

most complex material presented by the instructor this week.

I’m confident I can do an excellent job on the assignments, problems and tests this week.

I’m confident I can master the skills being taught this week.

Questions continuedQuestions continuedCompared with other students in

this class, I expect to do well on this week’s assignments.

Compared with other students in this class, I think I’m a good student.

Compared with other students in this class, I think I know a great deal about the subject.

Questions continuedQuestions continuedI can solve most problems this

week if I invest the necessary effort.

I can remain calm when facing difficulties on problems this week.

I can persevere when encountering difficulties on this week’s assignments.

Questions continuedQuestions continuedBriefly describe your study plan

this week, if any.

What and how are you feeling about your progress in this course? Are there any elements of the class that you feel may be especially helpful or harmful to your progress?

Response RatesResponse Rates39 students in classSeven students did all 14

surveys, ~18% responseSix students missed only one

survey, ~15%Eleven students missed between

2-5 surveys, ~28%Remaining missed 6 or more

surveys

Overall Class ResultsOverall Class Results

SummarySummaryOptimistic on the first surveyLower scores near exam timesLowest score near logic chapterHighest score near geometry

chapterNewer topics have lower scores,

and review topics have higher scores

Individual Student Results Individual Student Results

*Includes scores for 7 students who completed all 14 surveys

Future WorkFuture WorkAnalyze remaining data from fall

and spring semestersAnalyze by gender, age, first-

generation statusAnalyze qualitative responsesDevelop plan for interventions

Thanks!Thanks!Encouragement and support from

the Wisconsin Teaching Fellows & Scholars Program, and the Office of Professional and Instructional Development.

UW-Stout Provost’s OfficeUW-Stout Mathematics,

Statistics, and Computer Science department