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Self-efficacy curriculum and peer leader support in gateway college mathematics

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Abstract

Between 2015 and 2018, a university in the Mountain West region of the United States piloted a mathematics intervention supported by the U.S. Department of Education’s Strengthening Institutions Program (SIP). Designed to improve outcomes of undergraduates taking Algebra and Pre-Calculus courses, the intervention applied pedagogical and delivery practices founded in self-efficacy theory and mathematics mindset utilizing peer tutors in the classroom. Using hierarchical linear modelling, we compared outcomes of SIP (n = 325) and non-SIP (n = 2727) students while controlling for teaching and classroom characteristics and student background characteristics. Students enrolled in College Algebra were three times as likely to pass if they were enrolled in the SIP intervention section (Odds Ratio = 3.1). Pre-Calculus students enrolled in the intervention had approximately the same likelihood of passing as students in traditional instruction, but final examination scores were significantly higher for SIP students. Our research suggests that the SIP intervention played a role in improving student performance in both courses. Program successes and challenges for implementation are also presented.

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Authors and Affiliations

  1. Leadership, Research, and Foundations, University of Colorado, 80918, Colorado Springs, CO, USA

    Phillip Morris, Osasohan Agbonlahor & Brian Donelson

  2. School of Public Affairs, University of Colorado, 80918, Colorado Springs, CO, USA

    Regina Winters

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Appendix

Appendix

SIP Math Intervention Theory to Practice Model

Theoretical framework

Components

Instructional interventions

Supporting literature

Math self-efficacy

(Bandura, 1977, 1993, 1994; Betz and Hackett 1981)

Mastery experience

Supplemental instructional hour with peer group work and individual attention from Math Helpers

Khan (2020); Micari & Pazos (2021); Mitra & Goldstein (2018)

Active learning and gamification (e.g. factoring bingo, station learning, and sharing exercises)

Alt (2015); Freeman et al., (2014)

Test Corrections built into exam grades/assessment

Boaler (2015); McDaniel et al. (2012)

Problem based learning and educational games.

Lewis & Powell (2016)

Low-stakes assessments with re-take options throughout the curriculum

Middleton et al., (2015); Walck-Shannon et al. (2019); McDaniel et al. (2012)

Assignments designed to connect and relate problems to real world applications.

Boaler (2015)

Vicarious experiences

Active learning through group work on problems in class

Freeman et al., (2014); Reinholz (2017); Theobald et al., (2020)

Math Helpers embedded in classes will share their experiences and encouragement

Topping & Ehly (2001) Stewart et al. (2020)

Faculty mentoring through sharing in their adversity as students

DeFreitas & Bravo, (2012); Komarraju et al., (2010); Campbell et al., (2012)

Social persuasion

Math Helpers are assigned a maximum of 15 students to support through follow-up emails, encouragement, and advising.

Colver & Fry (2016); Stewart et al.(2020)

Math Helpers offer additional office hours for coaching on study strategies and support for problem solving

Topping (2005)

Faculty encourage students by rewarding effort and trying progressively difficult math problems

Campbell et al., (2012); Komarraju et al., (2010); Maher et al., (2013)

Physiological/emotional states

Multiple expressive writing exercises are required and focus on math anxiety, problem solving strategies, and learning processes

Barroso et al., (2021); Deieso & Fraser (2019); Hall & Ponton (2005)

Goal-setting exercise early in the course to help students connect coursework to their long-term goals.

Middleton et al., (2015); Ryan & Deci (2020); Larson et al. (2014)

Foster Math Mindset by incorporating praise for effort, rather than for individuals or accomplishments

Boaler (2015); Ng et al. (2020)

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Morris, P., Agbonlahor, O., Winters, R. et al. Self-efficacy curriculum and peer leader support in gateway college mathematics. Learning Environ Res 26, 219–240 (2023). https://doi.org/10.1007/s10984-022-09424-y

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