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Author(s)

Vang, Mary; Montanez, Marcel

Date

Apr 2005

Subject(s)

Self-efficacy in reading; Self-efficacy in math; La Escuelita Community Technology Initiative; English language learners; Math ability; Reading; Minnesota basic standards test; Mathematical ability; Reading ability; Self-efficacy

Abstract

Previous researchers have indicated that the perceived self-efficacy level in students may have an effect on their performance and achievement. In this study, the relationship between self-efficacy and the performance of English Language Learners (ELL) in Math and Reading was examined. Pre- and post exams were taken by students in the subjects of math and reading to determine their level and to measure their progress throughout a program during the summer course. This program was designed to prepare Latino youth in passing the Minnesota Basic Standards test by implementing technology and additional support. In addition, pre- and post surveys were also distributed to establish the self-efficacy level in each student and to determine if there would be a difference of scores. These scores were analyzed to determine whether or not self-efficacy has a significant impact on ELL student?s performance. Results show that completion of the program increased participant?s perceived self-efficacy in reading and math. In addition, self-efficacy in reading and learning vocabulary was found to be a significant predictor of growth in reading and vocabulary. However, math self-efficacy was not a significant predictor in the increase of math scores.

Description

Color poster with text detailing research conducted by Mary Vang and Dr. Marcel Montanez that examines the relationship between self-efficacy and the performance of English language learners in math and reading.

Permanent link

http://digital.library.wisc.edu/1793/273 

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Part of

RSCA Day

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