Author ORCID Identifier

https://orcid.org/0000-0002-7171-9632

Year of Publication

2021

Degree Name

Master of Science (MS)

Document Type

Master's Thesis

College

Education

Department/School/Program

STEM Education

First Advisor

Dr. Molly Fisher

Abstract

Domain-specific self-efficacy is increasingly known to be related to student academic performance. This study investigated the relationship between computer and math self-efficacy, math performance, and guided in-class use of an online educational program for adult basic education students enrolled in classes at an adult education program during the 2019 – 2020 school year. Initial math test scores and pre-survey results indicated no statistically significant relationship between computer self-efficacy and math performance, or math self-efficacy and math performance. After attending between 1 and 15 class sessions where an online educational program was used, post-survey results indicated no statistically significant relationship between guided in-class use of an online educational program and computer or math self-efficacy. Initial self-efficacy scores were found to have a negative and statistically significant relationship with changes in self-efficacy scores. These results suggest that further study is required and that students with very low self-efficacy may benefit the most from intervention strategies.

Digital Object Identifier (DOI)

https://doi.org/10.13023/etd.2021.070

Funding Information

This study was supported by a scholarship from the department of STEM Education in 2017.

This study was supported by thesis research funding from the department of STEM Education in 2018 and 2020.

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