The Effects of Perceived Self-Efficacy and Use of Learning Strategies on Students' Learning in a Flipped Math Class

• In Event: 49.069 - Online Teaching and Learning SIG Paper Session 2

Abstract

The present study examined the effects of perceived self-efficacy and use of learning strategies on students’ academic performance in an undergraduate flipped math class. Results indicated that the perceived math self-efficacy was positively related with use of cognitive and metacognitive strategies in pre-class learning and course performance. And the perceived collaborative learning self-efficacy was positively related with use of cognitive and collaboration strategies in in-class learning, but negatively related with both online and course performances. Overall, the findings provide evidence that the perceived math self-efficacy hold importance for pre-class learning and has positive effect on course performance. And the collaborative learning self-efficacy hold importance for in-class learning, but has negative effect on course performance.

Authors

• Zhiru Sun, The Ohio State University

• Kui Xie, The Ohio State University