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Full-Text Articles in Education
Self-Efficacy And Its Effect On Student Achievement In Reading And Math, Morgan Van Hulzen
Self-Efficacy And Its Effect On Student Achievement In Reading And Math, Morgan Van Hulzen
Master of Education Program Theses
This action research study investigated the degree of relationship between elementary teachers’ self-efficacy in math and reading and student achievement in math and reading in an elementary school in southeast South Dakota. The participants were 279 students in grades three through five along with 13 third through fifth grade teachers. Using NWEA Growth Map Test data, a comparison in student achievement in math and reading was made between students with highly self-efficacious teachers and students whose teachers reported low self-efficacy. The findings of this research did not show a significant difference between math or reading scores of students with teachers …
Writing Self-Efficacy And Student Ownership: Exploring Middle School Writing Perceptions Through Increased Ownership In The Classroom, Ruth Clark
Master of Education Program Theses
This action research study explored whether increased student ownership in writing influenced student self-efficacy in writing tasks. Previous literature shows that student engagement often decreases during middle school years when students desire to have more ownership over their learning. Forty-six students participated in this six-week study in a seventh grade writing and language arts class. For this study, students were surveyed regarding their self-efficacy towards writing tasks before and after a series of interventions related to student ownership. The results revealed a measurable decrease in writing self-efficacy within the intervention group of students.
Formative Feedback And Student Attitudes: Investigating The Impact Of Teacher Feedback On Student Attitudes In The Classroom, Aaron Vedder
Formative Feedback And Student Attitudes: Investigating The Impact Of Teacher Feedback On Student Attitudes In The Classroom, Aaron Vedder
Master of Education Program Theses
This action research study explored the impact of formative feedback on student attitudes in the classroom. Four Grade 12 college-stream English students from an independent school in southwestern Ontario participated in semi-structured interviews where they responded to questions surrounding their attitudes towards their own self-efficacy, towards the English course content, and towards English instructors. Responses reflected on experiences in English courses throughout their high school career. The results of this study suggested that formative feedback has a strong impact on student self-efficacy and their relationship with the instructor, but minimal effect on student attitudes towards English course content.