Jeriann+King


 * Module 5: Significan and Dissemination**


 * Significance of the Study **

There is a gap in the research regarding the relationship between web-based instruction with incremental mastery experiences and math self-efficacy. Establishing the existence and strength of such a relationship is important to determine the direction of research-based instructional reform in mathematics. There is an abundant quantity of research on the relationship of self-efficacy and student motivation and performance. Several researchers have explored mathematics self-efficacy as related to Bandura's four suggested sources of self-efficacy. Mastery experiences are one of those four sources and are very influential in mathematics. The research gap rests in understanding mastery experiences within the online environment. There is currently a limited amount of research exploring the relationship between web-based instruction, differentiation, and mathematics self-efficacy especially among middle school children.

My research will advance the profession of educational technology by researching technology applications in mathematics. The purpose of this study is to explore the effectiveness of technology for developing student self-efficacy in mathematics. Understanding this relationship is important to justify the continued expenditure of resources and efforts for technology implementation in the classroom. Educators can use this research when making decisions regarding technology adoptions. Future research can explore correlations between web-based instructional systems and increased self-efficacy, engagement, and achievement.

My research will effect positive social change by improving mathematics education to foster the self-efficacy of individual students. Developing the self-efficacy of students improves academic achievement and promotes individual self-worth. It is my goal to help instructors develop and use techniques that will contribute to positive math self-efficacy among all students.

The first journal where I would like to publish my research in is the //Journal for Research in Mathematics Education.// This journal focuses on research regarding mathematics teaching and learning. The second journal is //Educational Technology Research and Development//. This journal focuses on research related to educational technology. The third journal is //THE Journal// which focuses on research dedication to changing education through the use of technology.
 * Dissemination of Research **

One professional conference appropriate for the presentation of my research is the National Council of Teachers of Mathematics (NCTM) Regional Conference. This organization is the leader in mathematics education in the United States. The second conference is the Association for Educational Communications and Technology (AECT) International Conference. This organization has a goal to improve instruction through technology. My research relates to these organizations by analyzing the relationship of technology to personal self-efficacy in mathematics instruction.


 * Module 4: Methodology**


 * Table 1: Research 3 Possible Methodologies**

Useful to describe characteristics or ideas of large groups; Can be done remotely by mail, email, phone; Large samples facilitate ability to get statistical significance; Flexibility in topic exploration and survey design; Possible to standardize questions to enable data similarity; Possible to achieve high reliability || Standardized questions can miss relevant information; Survey must remain fixed during entire course of the data collection; Researchers must make sure to collect a large percentage of the sample responses; Data collected dependent on accuracy and recall of respondents; Researcher can not determine or understand contextual differences among respondents || Rensis Likert, Arthur Cohen, Paul Lazardfeld || The questions reflect exploring student perceptions on this emerging phenomenon in middle school mathematics. Impact on self-efficacy may or may not be quantifiable until the parameters of mastery experiences are understood and defined. Once the parameters are established, a large sample size study will be required to measure changes in self-efficacy with pre and post test surveys. Will change one question to a student perception of impact instead of measurement of impact. ||
 * Research Methodology || Strengths || Limitations || Authoritative Primary Source for this Methodology || Why I will or will not use this Methodology ||
 * Quantitative – Survey || Inexpensive compared to some methods;
 * Qualitative – Case Study || Useful for studying a limited number of cases in depth; Can conduct cross case comparisons; Easy access to data and resources; Can be completed in timely fashion || Might not generalize; Time consuming; More easily influenced by researcher’s bias; Concerns in sampling strategies, reliability, and validity || Matthew B. Miles, A. Michael Huberman, and Robert K. Yin || This method would allow for the exploration of student perceptions related to web-based mastery experiences. It would not give the robust depth available in phenomenological studies that would enable a thick understanding of web-based self-efficacy. ||
 * Qualitative - Phenomenological || Researchers can study and describe dynamic processes of a phenomenon; Can explore and describe peoples’ personal explanations of phenomena; Creates rich detail on how phenomena are involved in local contexts; Allows researcher to explore how and why phenomena occur || Results might not generalize; Difficult to analyze and synthesize data; Time consuming and costly; Depends heavily on researchers attention to minimizing bias || Clark Moustakas || This is the method I think best suits the exploratory nature of the questions. This will allow the researcher to explore the complex relationships between web-based learning and mathematics self-efficacy. It will help investigate possible elements of web-based mastery experiences. ||


 * Table 2 - Research questions and methodology used**


 * Research Question || Methodology || Sample || Data Collection Method || Statistical Analysis Method ||
 * Explore the parameters that define mathematics mastery experiences in general and in web-based platforms as related to middle school students' development of self-efficacy. || Qualitative - Phenomenology || Approximately 12 students across 6th, 7th, and 8th grade. Students will range in age from 12 to 14. Four students will fall in the lowest third for mathematics achievement using state testing results. Four will be in the middle third, and four in the top third according to the same test. || Researcher will observe students during extended interaction time with web-based mathematics programs. Individual interviews will follow where the students describe their experiences. Observations and interviews will be analyzed for themes, similarities, and differences. || None used. ||
 * How do students view the likely impact of an individualized web-based instructional program with incremental mastery experiences on their mathematics abilities? || Qualitative - Phenomenology || Same as question 1 || Same as question 1 || Same as question1 ||
 * Do students expect a web-based instructional program with individual mastery change their mathematics self-efficacy? || Qualitative - Phenomenology || Same as question 1 || Same as question 1 || Same as question 1 ||

References:

Cohen, A. M., & ERIC Clearinghouse for Community Colleges, L. A. (1994). Indicators of Institutional Effectiveness. ERIC Digest.

Likert, R. (1947). The sample interview survey: A fundamental research tool of the social sciences. In W. Dennis (Ed.), //Current trends in psychology// (pp. 196-225). University of Pittsburgh Press. doi:10.1037/13989-008

Merton, R. K., Coleman, J.S. & Rossi, P. H. (Eds.). (1979). //Qualitative and Quantitative Social Research: Papers in honor of Paul F. Lazarsfeld//, New York, NY: Free Press.

Miles, M. B., & Huberman, A. M. (1984). //Qualitative data analysis: A sourcebook of new methods.// Beverly Hills, CA: Sage.

Moustakas, C. (1994). // Phenomenological research methods //. Thousand Oaks, CA: Sage.

Yin, R. K. (2008). // Case study research: Design and methodology (3rd ed.) // Thousand Oaks, CA: Sage.


 * MODULE 3:**


 * Gap in the Research**

There is a gap in the research regarding the relationship between web-based instruction with incremental mastery experiences and math self-efficacy. Establishing the existence and strength of such a relationship is important to determine the direction of research-based instructional reform in mathematics. There is an abundant quantity of research on the relationship of self-efficacy and student motivation and performance. Several researchers have explored mathematics self-efficacy as related to Bandura's four suggested sources of self-efficacy. Mastery experiences is one of those four sources, and considered very influential in mathematics. The research gap rests in understanding mastery experiences within the online environment. There is currently a limited amount of research exploring the relationship between web-based instruction, differentiation, and mathematics self-efficacy especially among middle school children.


 * Research Questions**

Explore the parameters that define mathematics mastery experiences in general and in web-based platforms as related to middle school students' development of self-efficacy

How do students view the likely impact of an individualized web-based instructional program with incremental mastery experiences on their mathematics abilities?

Do students expect a web-based instructional program with individual mastery change their mathematics self-efficacy?


 * Problem Statement**

Educators face the daily challenge of maintaining engagement and motivation for extremely diverse populations of students in each classroom. Instructors have attempted to rise to this challenge by providing differentiated instruction with limited resource availability and within the whole class instructional model. Differentiated instruction provides competence and confidence building experiences for students, leading to achievement gains (Richards & Orndal, 2007; Tulbure, 2011). Existing research establishes a link between self-efficacy and achievement in mathematics (Skaalvik & Skaalvik, 2009; Stevens, Olivarez, Lan, & Tallent-Runnels, 2004).

It is difficult to employ instructional methods that provide consistent improvements in student self-efficacy and corresponding achievements in mathematics competency. Many students continue to experience a decline in self-efficacy in mathematics through their K-12 education. The increased availability of web-based instructional programs and affordable Internet devices presents a possible method for delivering differentiated mathematics instruction. This could provide individual and incremental mastery experiences that lead to increased mathematics self-efficacy and achievement (Joet, Usher, Bressoux, 2011; Steyn & Mynhardt, 2008 ). Web-based instructional designers do not have an understanding of what delivers mastery experiences in mathematics courses.


 * Theory**

The theoretical framework reviewed in the five studies I reviewed focused on self-efficacy theory. This is a subset of the studies of Albert Bandura and his work on social cognitive theory (Bandura, 1989). These theories explore the concept of social development and the related venues of self-determinism and self-efficacy. With the increasing availability of web-based instructional resources, it is important to investigate how web-based instruction interacts with individual growth and self-efficacy.


 * References: **

Bandura, A. (1989). Social cognitive theory. In R. Vasta (Ed.), // Annals of child development. Vol. 6. Six theories of child development // (pp. 1-60). Greenwich, CT: JAI Press.

Joët, G., Usher, E. L., & Bressoux, P. (2011). Sources of self-efficacy: An investigation of elementary school students in France. // Journal of Educational Psychology, 103 // (3), 649-663. doi:10.1037/a0024048

Richards, M.R.E. & Omdal, S. N. (2007). Effects of tiered instruction on academic performance in a secondary science course. // Journal of Adanced Academics, 18 // (3), 424-453.

Skaalvik, E. M., & Skaalvik, S. (2009). Self-concept and self-efficacy in mathematics: Relation with mathematics motivation and achievement. // Journal Of Education Research, 3 // ( 3), 255-278.

Stevens, T., Olivarez, A. R., Lan, W. Y., & Tallent-Runnels, M. K. (2004). Role of mathematics self-efficacy and motivation in mathematics performance across ethnicity. // The Journal of Educational Research, 97 // (4), 208-221. doi:10.3200/JOER.97.4.208-222.

Steyn, R., & Mynhardt, J. (2008). Factors that influence the forming of self-evaluation and self-efficacy perceptions. // South African Journal of Psychology, 38 // (3), 563-573.

Tulbure, C. (2011). Differentiating instruction upon learning styles in higher education: A controversial issue. // Bulletin Of The Transilvania University Of Brasov. Series VII: Social Sciences. Law //, // (53), // 79-84.


 * Module 3: Assignment 3.1 - Table on 5 articles related to self-efficacy and achievement. I have removed this table and submitted it through turn it in.**


 * MODULE 2:**


 * Five Topics to Explore for My Research **
 * 1) A fundamental question for my research will include exploring sources of self-efficacy and what impacts or improves it. I am particularly interested in how self-efficacy relates to mathematics problem-solving and student engagement. I believe there is a large body of research investigating this area. Albert Bandura first proposed the theory in the late 1970’s. It has been the source of numerous research studies during the last 30 years. This research provides the foundation for my study of the relationship of self-efficacy with web-based learning.
 * 2) A second research topic is exploring links between student self-efficacy and academic achievement. Although it is admirable to improve student self-efficacy, the education community is strives to increase academic achievement. There continues to be substantial research interest in identifying pivotal elements for improvement in these areas. I believe there is research supporting the idea that improving student self-efficacy leads to increase academic achievement.
 * 3) The third research topic I want to consider is research in web-based instruction and online learning. There is more interest in understanding web-based instruction and how it relates to achievement. Understanding this piece of the puzzle will help as I move into the relationship between self-efficacy, achievement, mastery experiences, and web-based instruction. I think research into achievement with web-based instruction is a hot topic with many studies in the last five years.
 * 4) As I have begun reading and exploring this topic, it is increasing evident that I need to understand the role or self-regulation in online learning. Students that are unsuccessful completing online courses can struggle with self-regulation. Delivering mastery experiences cannot occur if the student does not complete the work. I believe that this topic might be available in some current research.
 * 5) It is necessary to define the role of mastery experiences in mathematics learning. To understand the link between mastery experiences and web-based learning, I need to identify what constitutes a mastery experience. Is there a link between duration of a learning success and the creation of a mastery experience? Do students need interaction with a teacher to have a mastery experience? Will the benefits of a mastery experience dissipate with elapsed time? I think I will find articles equating mastery experiences to achievement. I do not know how clear definition of the term will be across studies or how much work is available on teacher interaction and duration.


 * MODULE 1: **


 * Research Interest **

My proposed research interest involves studying the interaction of incremental learning experiences in web-based learning and their impact on self-efficacy in mathematics. I am specifically interested in the adolescent age group where a decline in mathematics self-efficacy frequently occurs. There is substantial research linking self-efficacy with academic achievement. The possibility that web-based learning could improve self-efficacy would provide valuable information to curriculum designers. The existing research establishes that mastery experiences are one of the four documented areas that positively impact self-efficacy. The research question that interests me is to determine what constitutes a mastery experience within a web-based learning environment. Can computers and web-based instruction provide mastery experiences? How should teachers integrate web-based programs into a face-to-face classroom to maximize that impact?


 * Theoretical Foundations **

The research study incorporates several elements from the seven theoretical foundations referenced in the Handbook of research on educational communications and technology (Spector, Merrill, Merrienboer, & Driscoll, 2008). The primary theoretical framework falls under Albert Bandura’s social-cognitive research with a focus on self-efficacy theory. Bandura researched the relationship between self-efficacy and the amount of effort expanding toward behavioral changes (Bandura, 1977). This theory has undergone substantial scrutiny with numerous research studies across various topics. Extending this research into web-based instruction will provide information on the interaction of digital experiences with existing learning frameworks. There is research that supports that technology enhances self-efficacy because of the usefulness of the software (Seel, 2008, p. 50).

A second important parameter in academic achievement for mathematics is providing relevance to learning through experiential perspectives. When incorporating web-based learning into the traditional classroom, it is important to explore this relationship. Each student has a preferred method for receiving instruction that produces maximum learning (Morgan, 2008, p. 34). Part of the research question could be to explore how experiential elements in e-learning environments relate to the development of mastery experiences.


 * References **

Bandura, A. (1977) Self-efficacy: Toward a unifying theory of behavioral change. // Psychological Review, 84 // (2), 191-215. Retrieved June 6, 2012, from []

Seel, N.M. (2008). Empirical perspectives on memory and motivation. In Spector, J.M., Merrill, M.D., Merrienboer, J.V., Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 39-54). New York: Routledge.

Morgan, K. (2008). Empirical perspectives on memory and motivation. In Spector, J.M., Merrill, M.D., Merrienboer, J.V., Driscoll, M. P. (Eds.), Handbook of research on educational communications and technology (3rd ed.) (pp. 33-38). New York: Routledge.