Author ORCID Identifier
Year of Publication
Master of Science (MS)
Dr. Molly Fisher
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)
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.
Dow, Morgan Hilary, "COMPUTER SELF-EFFICACY AND MATH PERFORMANCE IN ADULT BASIC EDUCATION STUDENTS" (2021). Theses and Dissertations--Science, Technology, Engineering, and Mathematics (STEM) Education. 14.