Students' Mathematics Self-Efficacy, Anxiety, and Course Level at a Community College

106 Pages·2017·0.91 MB·English

Walden University
ScholarWorks
Walden Dissertations and Doctoral Studies
Walden Dissertations and Doctoral Studies
Collection
2017
Students' Mathematics Self-Efficacy, Anxiety, and
Course Level at a Community College
Scott Reiner Spaniol
Walden University
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Walden University

COLLEGE OF EDUCATION

This is to certify that the doctoral study by

Scott Spaniol

has been found to be complete and satisfactory in all respects,
and that any and all revisions required by
the review committee have been made.

Review Committee
Dr. Christian Teeter, Committee Chairperson, Education Faculty
Dr. Andrew Alexson, Committee Member, Education Faculty
Dr. Andrea Wilson, University Reviewer, Education Faculty

Chief Academic Officer

Eric Riedel, Ph.D.

Walden University
2017
Abstract
Students’ Mathematics Self-Efficacy, Anxiety, and Course Level at a Community
College
by
Scott R. Spaniol

MA, Eastern Illinois University, 2009
BA, Saint Louis University, 2007

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
May 2017
Abstract
Research suggests that student success in mathematics is positively correlated to math
self-efficacy and negatively correlated to math anxiety. At a Hispanic serving community
college in the Midwest, developmental math students had a lower pass rate than did
college-level math students, but the role of math self-efficacy and math anxiety on these
students’ learning was unknown. This causal comparative, correlational study, guided by
social cognitive theory and math anxiety research, hypothesized that students in
developmental math would have lower levels of math self-efficacy and higher levels of
math anxiety, and that significant correlations would exist between course level, self-
efficacy, and anxiety. All math students at this setting (N = 1,019) were contacted to
complete the self-report Mathematics Self-Efficacy and Anxiety Questionnaire; 32
developmental math and 103 college-level math students returned the survey. A random
sample of 32 college-level students was selected to create equal group sizes for the data
analyses. Independent samples t-tests revealed no significant differences in self-efficacy
and anxiety between the groups. Significant correlations were found for course level,
self-efficacy, and anxiety. Lower course level math students reported on average
significantly lower levels of self-efficacy and significantly higher levels of anxiety than
did upper course level students. A professional development program was created to
educate faculty about math self-efficacy and math anxiety and to implement strategies
that may increase math self-efficacy and decrease math anxiety over time. This doctoral
study has the potential to create social change by offering educators new insight into the
role of math self-efficacy and math anxiety in student learning.
Students’ Mathematics Self-Efficacy, Anxiety, and Course Level at a Community
College
by
Scott R. Spaniol

MA, Eastern Illinois University, 2009
BA, Saint Louis University, 2007

Doctoral Study Submitted in Partial Fulfillment
of the Requirements for the Degree of
Doctor of Education

Walden University
May 2017
Dedication
For my Dad.
Acknowledgments
Thank you to all my family, friends, colleagues, and teachers who made this
possible, especially: to my fiancée, Sara, for being my sounding board, editor, and
motivation; to my mom, Shari, for teaching me the importance of learning new things;
and to my grandpa, Roland, for being an inspiration to follow as I worked to complete my
Ed.D.
Table of Contents
List of Tables ..................................................................................................................... iv
Section 1: The Problem ........................................................................................................1
Introduction ....................................................................................................................1
Definition of the Problem ..............................................................................................1
Rationale ........................................................................................................................3
Evidence of the Problem at the Local Level ........................................................... 3
Evidence of the Problem from the Professional Literature ..................................... 3
Definitions......................................................................................................................4
Significance....................................................................................................................5
Research Questions ........................................................................................................5
Review of the Literature ................................................................................................7
Theoretical Framework ........................................................................................... 7
Current State of Developmental Mathematics ........................................................ 9
Math Self-Efficacy and Anxiety ........................................................................... 12
Implications..................................................................................................................15
Summary ......................................................................................................................16
Section 2: The Methodology ..............................................................................................18
Introduction ..................................................................................................................18
Research Design and Approach ...................................................................................18
Setting and Sample ......................................................................................................19
Instrumentation and Materials .....................................................................................26
i
Data Collection and Analysis.......................................................................................27
Assumptions, Limitations, Scope and Delimitations ...................................................34
Protection of Participants’ Rights ................................................................................35
Conclusion ...................................................................................................................36
Section 3: The Project ........................................................................................................38
Introduction ..................................................................................................................38
Description and Goals ..................................................................................................38
Rationale ......................................................................................................................40
Review of the Literature ..............................................................................................42
Professional Development .................................................................................... 43
Increasing Math Self-Efficacy and Decreasing Math Anxiety ............................. 44
Project Description.......................................................................................................50
Potential Resources and Existing Supports........................................................... 50
Potential Barriers .................................................................................................. 51
Proposal for Implementation and Timetable......................................................... 52
Roles and Responsibilities of Student and Others ................................................ 53
Project Evaluation ........................................................................................................54
Implications Including Social Change .........................................................................56
Local Community ................................................................................................. 56
Far-Reaching ......................................................................................................... 56
Conclusion ...................................................................................................................57
Section 4: Reflections and Conclusions .............................................................................58
ii
Introduction ..................................................................................................................58
Project Strengths and Limitations ................................................................................58
Recommendations for Alternative Approaches ...........................................................59
Scholarship, Project Development, and Leadership and Change ................................60
Reflection on Importance of Work ..............................................................................64
Implications, Applications, and Directions for Future Research .................................65
Conclusion ...................................................................................................................67
References ..........................................................................................................................69
Appendix A: Professional Development Project ...............................................................83
Appendix B: MSEAQ ........................................................................................................92
Appendix C: Email to Students..........................................................................................94
Appendix D: Permission to use MSEAQ...........................................................................95

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