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Learning Within A Computer-Assisted Instructional Environment: Effects On Multiplication Math Fact Mastery And Self-Efficacy In Elementary-Age Students, Loraine Jones Hanson
Learning Within A Computer-Assisted Instructional Environment: Effects On Multiplication Math Fact Mastery And Self-Efficacy In Elementary-Age Students, Loraine Jones Hanson
Theses and Dissertations
The primary purpose of this study was to evaluate the effect of basic multiplication mastery (0-12) and self-efficacy outcomes for elementary age students attempting to master multiplication facts in a Computer-Assisted Instructional (CAI) environment. Timez Attack (TA), a modern Internet based 3-D multiplication video game, was the computer program used in this study. Four third- and four fourth-grade classes of students at a public charter school received either 12 20-minute Teacher-Led Instructional (TLI), or TA multiplication practice sessions. Pre- and post Math Attitude Survey (MAS), timed multiplication tests, observations, and informal interviews were used to assess and compare TA and …
Sheltered English Immersion Vs. Two-Way Bilingual Education: A Case Study Comparison Of Parental Attitudes And Hispanic Students' Perceived Self-Efficacy, Edith A. Mcgee
Theses and Dissertations
Two common forms of teaching English to English-language learners are bilingual education and sheltered English immersion. While both programs claim successful second language acquisition, other effects of the programs need to be considered. This research examines one of those effects: self-efficacy, or students' perception that they will be successful or unsuccessful in doing a specific task or acquiring a specific skill. Using archival records and semi-structured interviews with open-ended questions, this qualitative study draws on the work of Bandura (1977, 1986, 1997) to explore differences in self-efficacy between students who have participated for 5 years in a two-way Spanish-English bilingual …
Science Self-Efficacy And School Transitions: Elementary School To Middle School And Middle School To High School, Brandi Lue Lofgran
Science Self-Efficacy And School Transitions: Elementary School To Middle School And Middle School To High School, Brandi Lue Lofgran
Theses and Dissertations
This study examined the science self-efficacy beliefs of students before and after transitions from elementary to middle school and middle school to high school. The purpose was to explore whether those beliefs changed with grade level, gender, and ethnicity. Data were collected through a modified Self-Efficacy Questionnaire for Children (Muris, 2001), which was adapted to focus on science self-efficacy. Multiple ordinary least squares regression was used to analyze the data. All grade levels showed a clear decline in science self-efficacy after sixth grade with females, Hispanic students, and ninth graders showing the greatest decline in science self-efficacy.
Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence For How And Why, Brianne Louisa Burr
Do Extracurricular Activities Help Adolescents Develop Academic Self-Efficacy? Evidence For How And Why, Brianne Louisa Burr
Theses and Dissertations
Previous research has linked extracurricular activities to academic performance for adolescents, but it remains unclear through what mechanisms they are linked. I posit that extracurricular activities lead to the development of academic self-efficacy, which in turn improves academic performance. This study examines the nature of the relationship between participation in extracurricular activities and academic self-efficacy for adolescents. Using data from the Educational Longitudinal Study of 2002, I find that academic self-efficacy is positively related to participation in extracurricular activities. Results indicate that participation in a diversity of types of extracurricular activities such as in both sports and student government is …
A Qualitative Analysis Of A Corporate Adventure Program, Kimberly Molyneux
A Qualitative Analysis Of A Corporate Adventure Program, Kimberly Molyneux
Theses and Dissertations
Outdoor adventure learning (OAL) provides a unique environment to teach organizational change. Therefore, there is an implication these programs can be used to foster necessary specific skills such as leading change, innovation, and thriving in hostile environments to lead in the ever-changing corporate world. Little research, however, supports the efficacy of adventure learning in achieving specific outcomes. Skeptics suggested the benefits of OAL programs do not always generalize effectively from the outdoor experience to the workplace. This paper outlines how utilizing strategic skills and theory to conduct OAL programs are effective and impactful in the corporate world. The purpose of …