The relationship between classroom climate, student self-efficacy and student achievement.
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Date
2017
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Abstract
This study documents students’ perceptions and factors within the classroom that are perceived to impact upon the learning of mathematics. The participants of the study were first, second, third and fourth year students from four universities in South Africa namely University of Kwa-Zulu Natal, Durban University of Technology, Mangosuthu University of Technology and University of Johannesburg.
The objectives of this study are:
To discover whether students have a decrease or increase in self-efficacy, goal mastery and strategic learning within the current classroom climate.
To discover whether classroom climate increases or decreases self-efficacy in the current classroom environment.
To understand the student-instructor relationship within the current classroom climate with respect to achievement in mathematics.
Quantitative methods were employed to understand the students’ views about their experiences with mathematics learning and mathematics classroom environment. A questionnaire to determine the objectives based on six constructs i.e. Self-Efficacy, Mastery Goal Structure, Instructors Challenges, Instructors Care, Student’ Expectations and Students’ Achievement was employed to solicit students’ views with regards to teaching approaches in mathematical classes. The findings revealed, that there is a correlation between Mastery Goal Structure, Instructors Care, Grade Expected and Instructor Challenge with Self-Efficacy. There was no significant correlation between Gender, Name of University and Student Achievement with Self-Efficacy.
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Master of Science in Construction Studies. University of KwaZulu-Natal. Durban, 2017.