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Instructional Practices, Students’ Self-Efficacy and Math Achievement: a Multi-level Factor Score Path Analysis

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Abstract

Two prominent factors that have been linked to students’ mathematics achievement are teachers’ instructional practices and students’ self-efficacy. However, these factors are typically considered in isolation, negating the relationship between the two. This study examined the effect of two instructional practices, direct instruction and inquiry learning, on elementary students’ mathematics achievement, and how students’ self-efficacy beliefs mediate this relationship. The study further investigated whether such relationships are moderated by students’ Individual Education Plan (IEP) status. Data from standardized math tests administered to grade 6 students and questionnaires administered to students and teachers were analyzed in a multilevel factor score path analysis. Results demonstrated an indirect effect of instructional practice on math achievement through its influence on students’ self-efficacy. Specifically, inquiry learning was positively associated with students’ self-efficacy, whereas direct instruction was negatively associated with self-efficacy. Further, results showed a direct effect of inquiry learning on math achievement, but only for students with IEPs.

Résumé

Les pratiques pédagogiques des enseignants et l’efficacité personnelle des élèves représentent deux facteurs notables liés à la réussite des élèves en mathématiques. Ces facteurs sont toutefois généralement abordés en vase clos, sans tenir compte de la relation qui les associe l’un à l’autre. Dans cette étude, nous examinons les effets de deux pratiques éducatives, l’enseignement direct et l’apprentissage fondé sur la recherche sur la réussite des élèves du primaire en mathématiques et tentons de savoir comment les croyances des élèves à l’égard de leur efficacité personnelle atténuent cette relation. L’étude a aussi cherché à déterminer si ces relations sont affectées par l’état du plan d’enseignement individualisé (PEI) des élèves. Des épreuves normalisées en mathématiques furent administrées aux élèves de sixième année et des questionnaires ont été distribués aux élèves ainsi qu’aux enseignants. Les données recueillies furent l’objet d’une analyse factorielle multiniveaux des pistes causales. Les résultats indiquent que la pratique pédagogique agit indirectement sur la réussite en mathématiques par l’influence qu’elle exerce sur l’efficacité personnelle des élèves. Plus précisément, une corrélation positive a été établie entre l’apprentissage fondé sur la recherche et l’efficacité personnelle des élèves, alors qu’une corrélation négative a été constatée entre l’enseignement direct et l’efficacité personnelle. De plus, les résultats indiquent que l’apprentissage fondé sur la recherche a une incidence directe sur la réussite en mathématiques, mais uniquement chez les élèves ayant un PEI.

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  1. Ontario Institute for Studies in Education, University of Toronto, 45 Walmer Road, ON, M5R 2X2, Toronto, Canada

    Nicole E. Larsen & Eunice E. Jang

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Larsen, N.E., Jang, E.E. Instructional Practices, Students’ Self-Efficacy and Math Achievement: a Multi-level Factor Score Path Analysis. Can. J. Sci. Math. Techn. Educ. 21, 803–823 (2021). https://doi.org/10.1007/s42330-021-00181-3

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