Examination of High School Students’ Self-Efficacy, Motivation, and Achievement in Response to Formative Assessment Lesson Implementation
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Authors
Owens, Leah M.
Issue Date
2022-11
Type
Dissertation
Language
en_US
Keywords
Academic achievement , Dissertations, Academic--United States , Education, Secondary , Georgia , Instructional design , Mathematics education , Mathematics--Study and teaching (Secondary) , Mathematics , Motivation (Psychology) , Self-efficacy
Alternative Title
Abstract
The intent of this study was to investigate changes in students’ self-efficacy, motivation, and achievement related to Formative Assessment Lesson (FAL) implementation in the Algebra 1 classroom. The effect of FAL implementation on students was examined using an embedded experimental model. Students’ self-efficacy and motivation were measured using the Sources of Middle School Self-Efficacy (SMSSE) and Activity Feeling States (AFS) scales. Student achievement was measured using a researcher-created test built from questions intended to prepare students for the Georgia End-of-Course (EOC) Test. Qualitative data were collected from monthly teacher logs and teacher interviews conducted at the end of the school year.
The data were analyzed by t-test, correlation analysis, and directed content analysis. Although no statistically significant differences were present for self-efficacy, motivation, and achievement between students who participated in FALs and those who did not, the descriptive results and qualitative results suggested that FAL implementation might affect students by targeting subcomponents of self-efficacy and motivation as well as student achievement. In addition, FAL implementation might influence teachers by challenging them to move from traditional instructional strategies to instruction focusing on students and providing more opportunities for student inquiry.
Keywords: Formative Assessment Lesson, High School Mathematics, Motivation, Self-Efficacy, Student Achievement
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This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.