# The Effects of Teacher Instructional Efficacy on Mathematical Skill Acquisition: The Students Viewpoint

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Teacher instructional efficacy is an essential part of the mathematics learning process. When a mathematics teacher possesses a high level of instructional efficacy they can effectively influence a mathematics student's skill acquisition. This researcher examined what extent 5th-grade mathematics students perceive teacher instructional efficacy to be involved in the mathematical skill acquisition. In addition, the study attempted to determine the relationship between the students' perception of instructional efficacy as it relates to mathematical skill acquisition and the students' cumulative mathematics grade point averages. Students (N=21) from a southeastern Michigan school district responded to a Likert scale survey containing fifteen statements. The results of the survey indicated that 80% of the students had a high level of instructional efficacy agreement and 20% of the students had a medium level of instructional efficacy agreement. This researcher calculated a statistical weak correlation between the students' level of agreement and students' cumulative mathematics grade point averages. In addition, since the students' cumulative mathematics grade point averages and their levels of instructional efficacy agreement are both high, it was difficult for this researcher to determine the strength of the relationship between the two variables. Appended are: (A) IRB Approval Letter; (B) Informed Consent Form; (C) Acknowledgement and Consent Form; (D) Likert Scale Survey; (E) Final Summary; (F) Scatterplot; (G) Bar Graph - Level of Agreement; and (H) Bar Graph - Grade Point Averages. [Master's Thesis, Marygrove College.] (Contains 15 tables.)

Descriptors: Teaching Methods, Student Attitudes, Mathematics Teachers, Mathematics Education, Likert Scales, Grade Point Average, Teacher Effectiveness, Teaching Skills, Mathematics Skills, Mathematics Instruction, Grade 5, Elementary School Mathematics, Correlation

Autor: **Yack, Dennis R.; Shaw, Eugene R.**

Fuente: https://eric.ed.gov/?q=a&ft=on&ff1=dtySince_1992&pg=2478&id=ED498364