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http://dx.doi.org/10.7468/mathedu.2021.60.4.493

Effects of learner-centered mathematical instruction perceived by middle school students on math self-efficacy and class engagement: Multi-group analysis based on achievement level  

Song, Hyo Seob (Sungkyunkwan University Graduate School)
Jung, Hee Sun (Sungkyunkwan University)
Publication Information
The Mathematical Education / v.60, no.4, 2021 , pp. 493-508 More about this Journal
Abstract
This study aims to examine the effects of learner-centered mathematical instruction perceived by middle school students such as discussion learning, self-directed learning, and cooperative learning on their math self-efficacy and engagement in mathematics class. Moreover, it attempts to verify if there are differences in the mean of latent variables and effect among groups divided based on achievement level. Research results are as follows. First, discussion learning did not have a direct effect on students' engagement in mathematics class, but still created an indirect effect on it through math self-efficacy. Self-directed learning and cooperative learning created a direct effect on engagement in mathematics class as well as an indirect effect through self-efficacy on mathematics. Second, high-achievement group had a higher perception of discussion learning, self-directed learning, and cooperative learning than a low-achievement group, and showed a higher level of math self-efficacy and engagement in mathematics class. Third, there were significant differences among groups, in the effect of discussion learning on self-efficacy in mathematics, effect of self-directed learning on self-efficacy in mathematics, and effect of math self-efficacy on engagement in mathematics class. Thus, this study offers meaningful implications for the role of math teachers as assistants in learning for learner-centered math classes.
Keywords
learner-centered mathematical instruction; self-efficacy in mathematics; engagement in mathematics class; GEPS;
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