Date Available
5-3-2017
Year of Publication
2017
Document Type
Master's Thesis
Degree Name
Master of Science in Education (MSEd)
College
Education
Department/School/Program
Educational, School, and Counseling Psychology
Advisor
Dr. Ellen L. Usher
Abstract
Learning environment research has typically focused on factors other than the physical environment (e.g., student/teacher relationships, organizational structure). This study investigated the relationship between the physical classroom environment and entry-level undergraduate statistics students’ (N = 844) academic beliefs and performance. Students were taught in either a technology-enhanced active learning classroom or a traditional lecture hall. This study investigated how undergraduate students in an entry level statistics course a) perceived the importance of the physical learning environment, b) conveyed expectations for and experiences of active engagement within that environment, and c) self-reported their personal capability judgments. Data were analyzed by examining mean differences, correlations, and regression. The nested data structure was accounted for using hierarchical linear modeling. Results indicated that, at the end of the semester, students rated the physical learning space as less important to their learning than they did at the beginning, although perceived importance was not influenced by classroom setting. The relationship between classroom type and active engagement expectation/experience offered mix results. Students learning in traditional classrooms reported higher statistics self-efficacy than did those in technology-enhanced statistics classrooms. End-of-course statistics self-efficacy was significantly related to grades earned.
Digital Object Identifier (DOI)
https://doi.org/10.13023/ETD.2017.143
Recommended Citation
Mantooth, Renae, "Learning Spaces and Self-Efficacy in Undergraduate Statistics" (2017). Theses and Dissertations--Educational, School, and Counseling Psychology. 57.
https://uknowledge.uky.edu/edp_etds/57
