Effects of a successful mathematics classroom framework on students’ mathematics self-efficacy, motivation, and achievement: a case study with freshmen students at a university foundation programme in Kuwait

Abstract

Designed for this study as a conceptual framework comprising particular educational approaches and techniques for mathematics teaching and learning, the Successful Mathematics Classroom (SMC) aimed to promote college students' mathematics selfefficacy, motivation, and achievement. Through using a case study methodology, a range of tests and interviews, we investigated the effects of the SMC on a sample of 130 freshmen students from a mathematics foundation program in everyday classroom practice. The results showed a positive correlation between students' self-efficacy and achievement, as well as their motivation and achievement. The results further revealed that there was a positive impact of using the SMC framework on students' mathematics self-efficacy, motivation, and performance. The elements with most impact were teacher's teaching methodology, group work, teacher's attitude, and gamification. Further research is recommended to examine the effects of SMC in different education settings, different students, teaching styles, and larger sample sizes.

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

“…Owned self-efficacy provides calm, persistence, the ability to interpret information and results well, and the courage to take the most appropriate strategy to solve problems in the context of life. These findings are consistent with previous research that found self-efficacy helps reduce mathematical anxiety (Macmull & Ashkenazi, 2019;Rozgonjuk et al, 2020), helps achieve predetermined goals (Doğru, 2017), helps self-confidence in decision making (Falco, 2019), and helps interpret the outcomes of actions taken (Hammad et al, 2020).…”

“…A person who has good self-efficacy tends to: survive in adversity (Bandura, 1997), exert all efforts (OECD, 2013), devote time, energy, and develop various strategies (Li et al, 2020). In addition, they are able to interpret the results obtained (Hammad et al, 2020).…”

Effectiveness Measurement of Digital Library in Higher Education

“…This research is very timely in the sense that digital libraries have replaced the conventional hard-copy type of libraries in the modern universities and there is a need to elicit information about the acceptance of this mode of library access by the students so that policy decisions may be made by the technology managers to enhance its effectiveness. Kuwait is one of the GCC countries which has invested a huge amount of money and human resources in multimedia-based learning with digital libraries at the higher educational level (Aljazzaf, 2020;Hammad et al, 2020). So, all the stakeholders in the higher education are keen on the effectiveness of the digital libraries.…”

El uso de la gamificación en la enseñanza del emprendimiento: actitud e intención de uso por parte del profesorado universitario

“…La gamificación ha sido definida como "el uso de los elementos de los juegos en un contexto de aprendizaje" (Simões et al, 2012, p. 3). La literatura académica señala diferentes beneficios del uso de la gamificación en educación incluyendo la motivación (Hammad et al, 2020) y el engagement (Lee, 2020) de los estudiantes con el proceso de aprendizaje (para un metaanálisis de los efectos de los juegos educativos sobre diferentes variables de aprendizaje consultar: Boyle et al, 2016;Sitzmann, 2011).…”

“…La literatura académica proporciona numerosos casos del uso de la gamificación en múltiples ramas del conocimiento incluyendo el área de salud (Sung et al, 2015), matemáticas (Hammad et al, 2020), contabilidad (Silva et al,2019), medioambiente (Ball et al,2021), veterinaria (De Bie and Lipman, 2012), energía (Yang et al, 2012, idiomas (Reinders and Wattana, 2014), ciudadanía (Lim and Ong, 2012), física (Shute et al,2013)y nanotecnología (Blonder and Sakhnini, 2012) por señalar unas cuantas. La literatura académica también proporciona ejemplos recientes del uso de la gamificación en la enseñanza del emprendimiento (Protopsaltis et al, 2013) impulsada, entre otros factores, por diferentes políticas públicas que están alentando la enseñanza del emprendimiento como una vía de desarrollo y bienestar social.…”