Effects on Students' Self-Efficacy in a Mathematics Bridge Program

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dc.contributor.advisorHodges, Russ
dc.contributor.authorDiaz, Cristella Rivera
dc.contributor.committeeMemberPaulson, Eric
dc.contributor.committeeMemberAcee, Taylor
dc.contributor.committeeMemberFlores, Belinda Bustos
dc.date.accessioned2019-05-08T15:30:35Z
dc.date.available2019-05-08T15:30:35Z
dc.date.issued2019-05
dc.description.abstractMany beginning college students have historically struggled with both developmental and college-level mathematics. This study investigated whether students’ self-efficacy for accomplishing mathematics tasks was increased after participating in a mathematics bridge program. The study also explored whether students gained more self-efficacy as a result of participating in an enhanced intervention designed to increase mathematics self-efficacy. Participants included 246 community college students placed into a developmental mathematics course and subsequently enrolled in the college’s mathematics bridge program. The bridge program was designed to provide a one-week review session on high school mathematics topics with the goal of students placing into higher-level courses at the end of the session. A survey measuring mathematics self-efficacy was administered to participants both at the beginning and at the end of the bridge program in order to measure the change in math self-efficacy for each participant. The subsequent statistical analysis included a two-way mixed ANOVA focusing on effects of time, group (traditional intervention group or enhanced intervention group), and first-generation student status (first-generation, continuing-generation, or unknown) to examine if students experienced an increase in self-efficacy upon completion of the bridge program. Students provided open-ended responses to the question, “What did you find most helpful about the Math Refresher course?” A content analysis determined the themes that emerged from the data. Students had a significant increase in self-efficacy (p<.01) after participating in the bridge program and there was a significant interaction effect between time and first-generation status (p=.032), with continuing-generation students having a slightly higher increase in self-efficacy. The study contributes to the literature on college readiness and best practices for supporting developmental students.
dc.description.departmentCurriculum and Instruction
dc.formatText
dc.format.extent161 pages
dc.format.medium1 file (.pdf)
dc.identifier.citationDiaz, C. R. (2019). <i>Effects on students' self-efficacy in a mathematics bridge program</i> (Unpublished dissertation). Texas State University, San Marcos, Texas.
dc.identifier.urihttps://hdl.handle.net/10877/8177
dc.language.isoen
dc.subjectDevelopmental mathematics
dc.subjectSelf-efficacy
dc.subjectFirst-generation college students
dc.subjectSummer bridge programs
dc.subjectMathematics refresher courses
dc.subject.lcshMathematics--Study and teaching
dc.subject.lcshAcademic achievement
dc.subject.lcshFirst-generation college students
dc.subject.lcshSelf-efficacy
dc.titleEffects on Students' Self-Efficacy in a Mathematics Bridge Program
dc.typeDissertation
thesis.degree.departmentCurriculum and Instruction
thesis.degree.disciplineDevelopmental Education
thesis.degree.grantorTexas State University
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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