A STEM Mentoring Program's Influence on the Mathematics Self-Efficacy of Fourth-Grade Students

• In Event: Marriott Roundtable Session 28
  In Roundtable Session: Mentoring Approaches in Preparing Our Youth and Young Adults for the Future

Abstract

Research has shown mathematics self-efficacy as a significant motivational variable, which influences students’ academic achievement. Studies have indicated that mathematics self-efficacy declines when students transition from elementary to middle school. Self-efficacy beliefs are influenced by social supports, such as parents, teachers, and mentors. This research study examined the influence of the mentoring program on the mathematics self-efficacy of fourth-grade students.
Students’ math self-efficacy was measured through the administration of the Patterns of Adaptive Learning Styles for pre and postsurvey, which resulted in significantly higher math self-efficacy. Unexpected results indicated that special education students showed significantly more improvement compared to the nonspecial education students’ mathematical efficacy.

Author

• Carmen Johnson, Houston Independent School District