Engagement with Mathematics Courseware in Traditional and Online Remedial Learning Environments: Relationship to Self-Efficacy and Achievement

Abstract

This research applied Bandura's (1986) social cognitive theory to examine engagement with courseware in traditional and online remedial mathematics learning environments. The study investigated the relationship of courseware engagement to age, computer self-efficacy, computer playfulness, and selfefficacy for self-regulated mathematics learning. The study also analyzed mathematics achievement in terms of engagement, age, gender, mathematics grade self-efficacy, and self-efficacy for self regulated mathematics learning. Participants were 88 students in a traditional environment and 76 students in an online environment. The two groups differed significantly in age, mathematics grade self-efficacy, computer self-efficacy, computer playfulness, courseware engagement, and mathematics achievement. When controlled for age, all significant differences found between the two groups persisted. When controlled for mathematics self-efficacy, the groups no longer differed significantly in mathematics achievement, but all other significant differences remained. Computer self-efficacy and computer playfulness each had a significant association with courseware engagement in the online environment, but not in the traditional environment. Regression models revealed that course setting, age, and self-efficacy for self-regulation jointly predicted engagement with courseware. Both mathematics grade

Interplay of prior knowledge, self‐regulation and motivation in complex multimedia learning environments

“…Spence and Usher () showed that self‐efficacy for self‐regulation was significantly related with courseware engagement. That is, when a learner believes that he or she was able to regulate and monitor his or her own learning, he or she could be more actively involved in learning.…”

Comparison of Emotions, Motivations and Learning Outcomes between Blended and Face-to-Face Training Programs in Banks

“…It has been revealed that learners prefer online learning to face-to-face learning because of learner self-efficacy for online learning (Clayton, Blumberg, & Auld, 2010), self-efficacy for computer use and for self-regulation (Spence & Usher, 2007), and learning orientations that require independence and organization (Hoskins & van Hooff, 2005). Online learning environments are also considered benefits where collaboration, self-regulated learning, and information seeking can be more easily realized compared with traditional face-to-face classrooms (Lee & Tsai, 2011).…”

The Effectiveness Of Web-based Curricula On Seventh Grade Mathematics Students In Jordan

“…A study was conducted by Spence (2004) in which he didn't found any significant influence of gender on the achievement of college students in mathematics when they were exposed to mathematics courseware in online and traditional learning environment. However, compared to their traditional female counterpart or male online counterparts, female online learners were significantly less likely to complete the course.…”