IDEAS home Printed from https://ideas.repec.org/a/gam/jsusta/v12y2020i23p10215-d458176.html
   My bibliography  Save this article

Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies

Author

Listed:
  • Vlastimil Chytrý

    (Department of Preschool and Primary Education, Faculty of Education, University of J. E. Purkyně in Ústí nad Labem, České Mládeže 8, 400 96 Ústí nad Labem, Czech Republic)

  • Janka Medová

    (Department of Mathematics, Faculty of Natural Sciences, Constantine the Philosopher University in Nitra, Tr. A. Hlinku 1, 949 74 Nitra, Slovakia)

  • Jaroslav Říčan

    (Department of Pedagogy, Faculty of Education, University of J. E. Purkyně in Ústí nad Labem, České Mládeže 8, 400 96 Ústí nad Labem, Czech Republic)

  • Jiří Škoda

    (Department of Pedagogy and Applied Disciplines, Faculty of Education, University of J. E. Purkyně in Ústí nad Labem, České Mládeže 8, 400 96 Ústí nad Labem, Czech Republic)

Abstract

In research focused on self-efficacy it is usually teacher-related phenomena that are studied, while the main aspects related to pupils are rather neglected, although self-efficacy itself is perceived as a belief in one’s own abilities. Evidently, this strongly influences the behavior of individuals in terms of the goal and success in mathematical problem-solving. Considering that alternative teaching methods are based on the principle of belief in one’s own ability (mainly in the case of group work), higher self-efficacy can be expected in the pupils of teachers who use predominantly the well-working pupil-centered pedagogies. A total of 1133 pupils in grade 5 from 36 schools in the Czech Republic were involved in the testing of their ability to solve mathematical problems and their mathematical self-efficacy as well. Participants were divided according to the above criteria as follows: (i) 73 from Montessori primary schools, (ii) 332 pupils educated in mathematics according to the Hejný method, (iii) 510 pupils from an ordinary primary school, and (iv) 218 pupils completing the Dalton teaching plan. In the field of mathematical problem-solving the pupils from the Montessori primary schools clearly outperformed pupils from the Dalton Plan schools ( p = 0.027) as well as pupils attending ordinary primary schools ( p = 0.009), whereas the difference between the Montessori schools and Hejný classes was not significant ( p = 0.764). There is no statistically significant difference in the level of self-efficacy of pupils with respect to the preferred strategies for managing learning activities ( p = 0.781). On the other hand, correlation between mathematical problem-solving and self-efficacy was confirmed in all the examined types of schools. However, the correlation coefficient was lower in the case of the pupils from the classes applying the Hejný method in comparison with the pupils attending the Montessori schools ( p = 0.073), Dalton Plan schools ( p = 0.043), and ordinary primary schools ( p = 0.002). Even though the results in mathematical problem-solving are not consistent across the studies, the presented results confirm better performance of pupils in some constructivist settings, particularly in the case of individual constructivism in the Montessori primary schools. The factors influencing lower correlation of self-efficacy and performance in mathematical problem-solving ought to be subject to further investigation.

Suggested Citation

  • Vlastimil Chytrý & Janka Medová & Jaroslav Říčan & Jiří Škoda, 2020. "Relation between Pupils’ Mathematical Self-Efficacy and Mathematical Problem Solving in the Context of the Teachers’ Preferred Pedagogies," Sustainability, MDPI, vol. 12(23), pages 1-22, December.
    • Handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:10215-:d:458176
    as

    Download full text from publisher

    File URL: https://www.mdpi.com/2071-1050/12/23/10215/pdf
    Download Restriction: no
    File URL: https://www.mdpi.com/2071-1050/12/23/10215/
    Download Restriction: no
    ---><---

    References listed on IDEAS

    as
    1. Elida V. Laski & Jamilah R. Jor’dan & Carolyn Daoust & Angela K. Murray, 2015. "What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education," SAGE Open, , vol. 5(2), pages 21582440155, June.
    2. Vaclav Korbel & Michal Paulus, 2017. "Do Teaching Practices Impact Socio-Emotional Skills?," CERGE-EI Working Papers wp591, The Center for Economic Research and Graduate Education - Economics Institute, Prague.
    3. Jeffrey Mo, 2017. "Collaborative problem solving," PISA in Focus 78, OECD Publishing.
    4. Václav Korbel & Michal Paulus, 2018. "Do teaching practices impact socio-emotional skills?," Education Economics, Taylor & Francis Journals, vol. 26(4), pages 337-355, July.
    Full references (including those not matched with items on IDEAS)

    Most related items

    These are the items that most often cite the same works as this one and are cited by the same works as this one.
    1. Sebastian Brumann & Ulrike Ohl & Johannes Schulz, 2022. "Inquiry-Based Learning on Climate Change in Upper Secondary Education: A Design-Based Approach," Sustainability, MDPI, vol. 14(6), pages 1-29, March.
    2. Janka Medová & Kristína Ovary Bulková & Soňa Čeretková, 2020. "Relations between Generalization, Reasoning and Combinatorial Thinking in Solving Mathematical Open-Ended Problems within Mathematical Contest," Mathematics, MDPI, vol. 8(12), pages 1-20, December.
    3. Campbell, Throy Alexander, 2018. "A phenomenological study of business graduates' employment experiences in the changing economy," Journal for Labour Market Research, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany], vol. 52(1), pages 1-4.
    4. Marit Kristine List & Fabian T. C. Schmidt & Daria Mundt & Dennis Föste-Eggers, 2020. "Still Green at Fifteen? Investigating Environmental Awareness of the PISA 2015 Population: Cross-National Differences and Correlates," Sustainability, MDPI, vol. 12(7), pages 1-20, April.
    5. Mohammed Abdullatif Almulla, 2020. "The Effectiveness of the Project-Based Learning (PBL) Approach as a Way to Engage Students in Learning," SAGE Open, , vol. 10(3), pages 21582440209, July.
    6. Christiani, Charis, 2021. "The Education Process Viewed from the Standard-Based Education Paradigm in Public Schools: A Case From Central Java, Indonesia," OSF Preprints n9gez, Center for Open Science.
    7. Irina Uglanova & Irina Pogozhina, 2021. "What the New Measure of Thinking in School Students Has to Offer to Contemporary Education," Voprosy obrazovaniya / Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-34.
    8. Diego Bellini & Alberto Crescentini & Giovanna Zanolla & Serena Cubico & Giuseppe Favretto & Lorenzo Faccincani & Piermatteo Ardolino & Giovanna Gianesini, 2019. "Mathematical Competence Scale (MCS) for Primary School: The Psychometric Properties and the Validation of an Instrument to Enhance the Sustainability of Talents Development through the Numeracy Skills," Sustainability, MDPI, vol. 11(9), pages 1-13, May.
    9. Raelin, Joseph A., 2019. "Toward a methodology for studying leadership-as-practice," EconStor Open Access Articles and Book Chapters, ZBW - Leibniz Information Centre for Economics, vol. 16(4), pages 480-508.
    10. Cheng-Hsuan Li & Pei-Ling Tsai & Zhi-Yong Liu & Wen-Chieh Huang & Pei-Jyun Hsieh, 2021. "Exploring Collaborative Problem Solving Behavioral Transition Patterns in Science of Taiwanese Students at Age 15 According to Mastering Levels," Sustainability, MDPI, vol. 13(15), pages 1-15, July.
    11. Zoltan Hermann & Marianna Kopasz, 2018. "Educational policies and the gender gap in test scores: A cross-country analysis," Budapest Working Papers on the Labour Market 1805, Institute of Economics, Centre for Economic and Regional Studies.
    12. Anghel, Brindusa & Rodríguez-Planas, Núria & Sanz-de-Galdeano, Anna, 2020. "Is the math gender gap associated with gender equality? Only in low-income countries," Economics of Education Review, Elsevier, vol. 79(C).
    13. Natividad Adamuz-Povedano & Elvira Fernández-Ahumada & M. Teresa García-Pérez & Jesús Montejo-Gámez, 2021. "Developing Number Sense: An Approach to Initiate Algebraic Thinking in Primary Education," Mathematics, MDPI, vol. 9(5), pages 1-25, March.
    14. repec:iab:iabjlr:v:52:i:1:p:art.4 is not listed on IDEAS
    15. Campbell, Throy Alexander, 2018. "A phenomenological study of business graduates' employment experiences in the changing economy," Journal for Labour Market Research, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany], vol. 52(1), pages .4(1-10).
    16. Угланова И. Л. & Погожина И. Н., 2021. "Что Может Предложить Новая Методология Оценки Мышления Школьников Современному Образованию," Вопросы образования // Educational Studies Moscow, National Research University Higher School of Economics, issue 4, pages 8-34.
    17. Yoav Bergner & Alina A. von Davier, 2019. "Process Data in NAEP: Past, Present, and Future," Journal of Educational and Behavioral Statistics, , vol. 44(6), pages 706-732, December.
    18. Justus J. Randolph & Anaya Bryson & Lakshmi Menon & David K. Henderson & Austin Kureethara Manuel & Stephen Michaels & debra leigh walls rosenstein & Warren McPherson & Rebecca O'Grady & Angeline S. L, 2023. "Montessori education's impact on academic and nonacademic outcomes: A systematic review," Campbell Systematic Reviews, John Wiley & Sons, vol. 19(3), September.
    19. Asma Afzal & Martin Thomas, 2019. "Effect of the Technology-Supported Learning on the Academic Performance of Secondary School Students," Global Regional Review, Humanity Only, vol. 4(2), pages 280-289, June.
    20. Yafeng Zheng & Haogang Bao & Jun Shen & Xuesong Zhai, 2020. "Investigating Sequence Patterns of Collaborative Problem-Solving Behavior in Online Collaborative Discussion Activity," Sustainability, MDPI, vol. 12(20), pages 1-17, October.
    21. Francesca Borgonovi & Alessandro Ferrara & Mario Piacentini, 2020. "From asking to observing. Behavioural measures of socio-emotional and motivational skills in large-scale assessments," DoQSS Working Papers 20-19, Quantitative Social Science - UCL Social Research Institute, University College London.

    Corrections

    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:gam:jsusta:v:12:y:2020:i:23:p:10215-:d:458176. See general information about how to correct material in RePEc.

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    If CitEc recognized a bibliographic reference but did not link an item in RePEc to it, you can help with this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: MDPI Indexing Manager (email available below). General contact details of provider: https://www.mdpi.com .

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service. RePEc uses bibliographic data supplied by the respective publishers.