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). Effects on students' self-efficacy in a mathematics bridge program (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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