How Instructional Strategies Impact Mathematics Self-Efficacy and Learning: Middle School Student Perceptions (Poster 24)

• In Event: AERA Poster Session Saturday 5:10 p.m.
  In Poster Session: Advances in STEM Learning and Educational Psychology

Abstract

This mixed methods research study gathered student perspectives to help address the low academic
achievement in mathematics observed among some minority students, especially from low-income
neighborhoods. Data collected from teacher interviews, student surveys, and student interviews
pertain to the impact students report various instructional strategies to have on their
mathematics self-efficacy and learning. A positive correlation between the impact of strategies
on students’ math self-efficacy and learning was found. T-tests indicate students report all
strategies increase (a) math self-efficacy except independent practice, student presentations,
weekly quizzes, and random selection; and (b) learning except student presentations and
random selection. Implications regarding teacher professional development and instructional
supports are discussed and incorporation of student feedback is recommended for ensuring
equity-focused teaching practices.

Authors

• Roni Herndon, Aspire Public Schools

• Rachelle Kisst Hackett, University of the Pacific