Hall, J.M., & Ponton, M.K. (2005). Mathematics Self-efficacy on College Freshman. Journal of Developmental Education, 28(3), 26-33.
The purpose of this study is to determine differences in mathematics self-efficacy between students enrolled in a developmental mathematics course and those enrolled in a calculus course. Data from a sample of 185 freshman students at a single four-year institution using the Mathematics Self-Efficacy Scale are analyzed. Results indicate that calculus students possess not only better mathematical skills but also a more powerful sense of self-belief in their ability to succeed in a college mathematics course. The results of this study suggest that future teaching methodologies should be designed specifically for students enrolled in developmental courses that develop not only mathematics capability but also a self-awareness of increased capability. Efficacy-enhancing instructional strategies should be tested for effectiveness, thereby improving the teaching and learning process for all learners.