Date of Award

2018

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

Department

Education

Abstract

The purpose of this study was to determine if there was a correlation between a students academic self-efficacy, mathematics placement scores, and academic achievement in developmental mathematics. The study investigated the relationship between academic self-efficacy, mathematics placement scores, and student success in developmental courses among incoming freshman at a four-year public university. Seventeen course sections of Math 035 were offered in the fall of 2015 at Indiana State University, with a total enrollment of 317 students. Of the 3,986 freshman cohort, the study originated with 217 first time freshman. The valid sample size used for this study was 131 students. The MATH 035 Final Grade variable represented the grade upon completion of the developmental mathematics course. The Academic Self-Efficacy Score, was a result of the Map-Works First-Year Fall Transition Survey, where students rated their self-confidence and academic ability four weeks into their first semester. The SAT/ACT Standardized Mathematic Aptitude Scores identified placement into Indiana State University mathematics courses. The Maple TA Mathematics Placement Test Scores are used for placement into Indiana State University mathematics courses. Maple TA scores between 7 and 11, in combination with a SAT Mathematical score below 430 or ACT Mathematical score below 17, will require students to satisfactorily complete developmental mathematics course MATH 035. Pearson product-moment correlation coefficient ( r ) computations identified if and what type of relationship existed between the dependent and independent variables. The study did not support the overarching premise of utilizing self-efficacy for placement into developmental mathematics. Statistical significance was not found between self-efficacy assessment and developmental mathematics success, nor mathematics placement scores and developmental mathematics success. Statistical significance was found between mathematical aptitude score and developmental mathematics success; but the strength of the relation was weak. The low number of students used in the sample, 131, may have had an influence on the statistical outcomes. It is important for educators to continue to examine student placement into developmental mathematics courses. Studies with a larger sample may provide alternative insights. Additionally, continued studies on developmental mathematics success are needed to assist with curriculum development. While many students inaccurately gauge their mathematical performance capabilities, it is critical that continued studies examine how institutions of higher Education can help their students achieve success in mathematics.

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