Self-Efficacy in Learning Mathematics Online
DOI:
https://doi.org/10.33736/jcshd.4435.2022Keywords:
self-efficacy, comfort level, OLSES, Mathematics, online learningAbstract
Online learning has been a need for worldwide education systems due to Covid-19. It is essential to study the students' self-efficacy to determine online learning success. Research suggests that self-efficacy can boost student achievement, foster emotional health and well-being, and be a valid predictor of motivation and learning. The purpose of this paper is to examine the students' self-efficacy in Mathematics online learning using a reliable instrument adapted from the "Learning Self-Efficacy Scale (OLSES)" developed by Zimmerman and Kulikowich in 2016. The respondents consisted of 343 undergraduate students in Sarawak, Malaysia. This study's quantitative data analysis methods include descriptive and inferential statistics. The analysis reported that most of the respondents had moderate to high levels of self-efficacy, whereas most of them were comfortable with Mathematics online learning. Specifically, there was a significant relationship between students' self-efficacy and the domains, namely learning in an online environment, time management, and technology use. This study also found no significant difference in the mean scores of students' self-efficacy concerning gender, academic performance, and online learning prior experience. However, there was a significant difference in mean scores for students' self-efficacy across their online learning comfort levels. Further analysis indicated that students who were notably comfortable projected a significantly higher self-efficacy than those with an average or low comfort level. Although the students in this study mostly had moderate to high levels of self-efficacy, there is still room to improve and strengthen their self-efficacy, especially in their abilities and readiness to engage in online learning and thus in achieving good academic performance.
References
Albelbısı, N. A. & Yusop, F. D. (2019). Factors Influencing Learners' Self -Regulated Learning Skills in a Massive Open Online Course (MOOC) Environment. Turkish Online Journal of Distance Education, 20(3), 1-16. https://doi.org/10.17718/tojde.598191
https://doi.org/10.17718/tojde.598191
Adeyinka, T., Adedeji, T., & Olufemi, A. (2011). Locus of Control, Interest in Schooling and Self-Efficacy as Predictors of Academic Achievement among Junior Secondary School Students in Osun State, Nigeria. New Horizons in Education, 59 (1), 25- 37.
Aldhahi, M.I., Baattaiah, B.A., & Alqahtani, A.S. (2021). Predictors of Electronic Learning Self-Efficacy: A Cross-Sectional Study in Saudi Arabian Universities. Frontiers in Education, 6, 614333. https://doi.org/10.3389/feduc.2021.614333
https://doi.org/10.3389/feduc.2021.614333
Alivernini, F., & Lucidi, F. (2011). Relationship between social context, self-efficacy, motivation, academic achievement, and intention to drop out of high school: A longitudinal study. The Journal of Educational Research, 104(4), 241-252. https://doi.org/10.1080/00220671003728062
https://doi.org/10.1080/00220671003728062
Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behaviour change. Psychological Review, 84 (2), 191-215. https://doi.org/10.1037/0033-295X.84.2.191
https://doi.org/10.1037/0033-295X.84.2.191
Birgin, O., Mazman-Akar, S. G., Uzun, K., Goksu, B., Peker, E. S., & Gumus, B. (2017). Investigation of factors affected to Mathematics engagement of middle school students. International Online Journal of Educational Sciences, 9(4), 1093-1110. https://doi.org/10.15345/iojes.2017.04.014
https://doi.org/10.15345/iojes.2017.04.014
Browning, M. H. E. M., Larson, L. R., Sharaievska, I., Rigolon, A., McAnirlin, O., et al. (2021). Psychological impacts from COVID-19 among university students: Risk factors across seven states in the United States. PLOS ONE, 16(1), e0245327. https://doi.org/10.1371/journal.pone.0245327
https://doi.org/10.1371/journal.pone.0245327
Cao, W., Fang, Z., Hou, G., Han, M., Xu, X., Dong, J., & Zheng, J. (2020). The psychological impact of the Covid-19 epidemic on college students in China. Psychiatry Research, 287, 112934. https://doi.org/10.1016/j.psychres.2020.112934
https://doi.org/10.1016/j.psychres.2020.112934
Chemers, M. M., Hu, L., & Garcia, B. F. (2001). Academic self-efficacy and first-year college student performance and adjustment. Journal of Educational Psychology, 93(1), 55 -64. https://doi.org/10.1037/0022-0663.93.1.55
https://doi.org/10.1037/0022-0663.93.1.55
Cho, M. H., & Shen, D. (2013). Self-regulation in online learning. Distance Education, 34, 290-301. https://doi.org/10.1080/01587919.2013.835770
https://doi.org/10.1080/01587919.2013.835770
Educations Media Group. (2021, May 21). Online Learning - What Is It And How Does It Work? Retrieved from https://www.educations.com/study-guides/study-online/
Fletcher, K. M. (2005). Self-efficacy as an evaluation measure for programs in support of online learning literacies for undergraduates. Internet and Higher Education, 8(4), 307-322.
https://doi.org/10.1016/j.iheduc.2005.09.004
Flores, I. (2020). Self-Efficacy and Mathematics Performance of Students in the New Normal in Education. World Journal of Educational Research, 8(1), 69 - 82. https://doi.org/ 10.22158/wjer.v8n1p69.
https://doi.org/10.22158/wjer.v8n1p69
Gębka, B. (2014). Psychological determinants of university students' academic performance: an empirical study. Journal of Further Higher Education, 38, 813-837. https://doi.org/10.1080/0309877X.2013.765945
https://doi.org/10.1080/0309877X.2013.765945
Gyamfi, G., & Sukseemuang, P. (2018). EFL learners' satisfaction with online learning program, Tell me more. Turkish Online Journal of Distance Education, 19(1), 183-202. https://doi.org/10.17718/tojde.382798
https://doi.org/10.17718/tojde.382798
Ichinose, C. (2010). Students' Perceptions when Learning Mathematics Online: A Path Analysis. Journal of the Research Center for Educational Technology, 6, 78-93.
Julaihi, N. H., Voon, L. L., & Tang, H. E. (2020). Teachers' Efficacy Beliefs in Mathematics Teaching: A Study of Public Primary Schools in Sarawak. International Journal of Service Management and Sustainability, 5(1), 63- 82. https://doi.org/10.24191/ijsms.v5i1.9860
https://doi.org/10.24191/ijsms.v5i1.9860
Landrum, B. (2020). Examining students' confidence to learn online, self-regulation skills, and perceptions of satisfaction and usefulness of online classes. Online Learning, 24, 128-146.
https://doi.org/10.24059/olj.v24i3.2066
Libasin, Z., Azudin, A. R., Idris, N. A., Rahman, M. S. A., & Umar, N. (2021). Comparison of Students' Academic Performance in Mathematics Course with Synchronous and Asynchronous Online Learning Environments during COVID-19 Crisis. International Journal of Academic Research in Progressive Education and Development, 10(2), 492-501. http://dx.doi.org/10.6007/IJARPED/v10-i2/10131
https://doi.org/10.6007/IJARPED/v10-i2/10131
Maki, R. H., & Maki, W. S. (2007). Online courses. In F.T. Durso (Ed.), Handbook of Applied Cognition (2nd ed.) (pp. 527-552). West Sussex, England: John Wiley & Sons, Ltd.
https://doi.org/10.1002/9780470713181.ch20
Margolis H. & McCabe P. (2003). Self-efficacy: A key to improving the motivation of struggling learners. Preventing School Failure, 47(4), 162-169. https://doi.org/10.1080/10459880309603362
https://doi.org/10.1080/10459880309603362
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of Evidence-Based Practices in Online Learning: A Meta-analysis and Review of Online Learning Studies. US Department of Education. Retrieved from https://www2.ed.gov/rschstat/eval/tech/evidence-based practices/finalreport.pdf
Miltiadou, M., & Yu, C.H. (2000). Validation of the online technologies self-efficacy survey (OTSES). Association for Educational Communications and Technology (AECT) International Convention. (ERIC Document Reproduction Service No. ED. 445672).
Moreno-Guerrero, A. J., Aznar-Díaz, I., Cáceres-Reche P., & Alonso-García, S. (2020). E-Learning in the Teaching of Mathematics: An Educational Experience in Adult High School. Mathematics, 8(5), 840. https://doi.org/10.3390/math8050840
https://doi.org/10.3390/math8050840
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations, and Recommendations for online learning during COVID-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4). https://doi.org/10.12669/pjms.36.COVID19-S4.2785
https://doi.org/10.12669/pjms.36.COVID19-S4.2785
Ndungo, I. (2021). Exploring an Effective Approach of Teaching Mathematics During Covid-19 Pandemic. Merit Research Journal of Education and Review, 9(3), 48 - 52. https://doi.org/10.5281/zenodo.4634557
Ngo, H., & Eichelberger, A. (2021). College Students' Perceived Self-efficacy and Use of Information and Communication Technologies in EFL Learning. International Journal of Education and Development using Information and Communication Technology, 17(1), 34 - 44. https://doi.orf/10.13140/RG.2.2.13178.62404.
Ochieng, W. (2015). Self-efficacy and academic achievement among secondary schools in Kenya: Mathematics perspective (Unpublished master's thesis). The University of Nairobi, Nairobi, Kenya.
OECD (2013). Education at a Glance 2013: OECD Indicators. OECD Publishing. http://doi.org/10.1787/eag-2013-en
https://doi.org/10.1787/eag-2013-en
Panergayo, A. A. E., & Mansujeto, K. A. (2021). Assessment of self-efficacy in online learning of teacher education students in one state university in the Philippines. International Journal of Computing Sciences Research, 6, 680-693.
https://doi.org/10.25147/ijcsr.2017.001.1.65
Prayekti (2016). Effects of Problem-Based Learning Model versus Expository Model and Motivation to Achieve for Student's Physic Learning Result of Senior High School at Class XI. Journal of Education and Practice, 7(1), 30-37.
Ramsin, A., & Mayall, H. J. (2019). Assessing ESL Learners' Online Learning Self-Efficacy in Thailand: Are They Ready? Journal of Information Technology Education Research, 18, 467 - 479. https://doi.org/10.28945/4452
Rawashdeh, A. Z., Mohammed, E. Y., Arab, A. R., Alara, M., & Al-Rawashdeh, B. (2021). Advantages and Disadvantages of Using e-Learning in University Education: Analyzing Students' Perspectives. Electronic Journal of e-Learning, 19, 107-117. https://doi.org/10.34190/ejel.19.3.2168
https://doi.org/10.34190/ejel.19.3.2168
Robertson, J. S., Grant, M. M., & Jackson, L. (2005). Is online instruction perceived as effective as campus instruction by graduate students in education? Internet and Higher Education, 8, 73-86.
https://doi.org/10.1016/j.iheduc.2004.12.004
Sachdev, S. B, & Verma, H. V. (2004). The relative importance of service quality dimension: A multisectoral study. Journal of Services Research, 4(1), 119-128.
Shen, D., Cho, M. H., Tsai, C. L., & Marra, R. (2013). Unpacking online learning experiences: Online learning self-efficacy and learning satisfaction. The Internet and Higher Education, 19, 10-17. https://doi.org/10.1016/j.iheduc.2013.04.001
https://doi.org/10.1016/j.iheduc.2013.04.001
Songkram, N., Khlaisang, J., Puthaseranee, B., & Likhitdamrongkiat, M. (2015). E-learning system to enhance cognitive skills for learners in higher education. Procedia-Social and Behavioral Sciences, 174, 667-673. https://doi.org/10.1016/j.sbspro.2015.01.599
https://doi.org/10.1016/j.sbspro.2015.01.599
Stephen, J. S., & Rockinson-Szapkiw, A. J. (2021). A high-impact practice for online students: using a first-semester seminar course to promote self-regulation, self-direction, online learning self-efficacy. Smart Learning Environments, 8(6). https://doi.org/10.1186/s40561-021-00151-0
https://doi.org/10.1186/s40561-021-00151-0
Sutriyani, W. (2020). Studi Pengaruh Daring Learning Terhadap Minat Dan Hasil Belajar Matematika Mahasiswa Pgsd Era Pandemik Covid-19. Jurnal Tunas Nusantara, 2(1), 155-165. https://doi.org/10.34001/jtn.v2i1.1486
Taipjutorus, W., Hanson, S., & Brown, M. (2012). Investigating a relationship between learner control and self-efficacy in an online learning environment. Journal of Open, Flexible and Distance Learning, 16(1), 56-69.
Thabet, T. S. A., & Kalyankar, N. V. (2014). The Effect of E-Learning Approach on Students' Achievement in Fraction Math Course Level 5 at Yemen's Public Primary School. Global Journal of Computer Science and Technology, 14(2), 44-52.
Wang, C., Pan, R., Wan, X., Tan, Y., Xu, L., Ho, C. S., & Ho, R.C. (2020). Immediate psychological responses and associated factors during the initial stage of the 2019 coronavirus disease (COVID-19) epidemic among the general population in China. International Journal of Environmental Research and Public Health, 17(5),1729. https://doi.org/10.3390/ijerph17051729
https://doi.org/10.3390/ijerph17051729
Westhuis, D., Ouellette, P. M., & Pfahler, C. L. (2006). A comparative analysis of online and classroom-based instructional formats for teaching social work research. Advances in Social Work, 7, 74-88. https://doi.org/10.18060/184
You, J. W., & Kang, M. (2014). The role of academic emotions in the relationship between perceived academic control and self-regulated learning in online learning. Computers & Education, 77, 125-133. https://doi.org/10.1016/j.compedu.2014.04.018
https://doi.org/10.1016/j.compedu.2014.04.018
Yavuzalp, N., & Bahçivan, E. (2020). The Online Learning Self-Efficacy Scale: Its Adaptation into Turkish and Interpretation According to Various Variables. The Turkish Online Journal of Distance Education, 21, 31-44.
https://doi.org/10.17718/tojde.674388
Zimmerman, W. A., & Kulikowich, J. M. (2016). Online learning self-efficacy in students with and without online learning experience. American Journal of Distance Education, 30(3), 180-191. https://doi.or g/10.1080/08923647.2016.1193801
Downloads
Published
How to Cite
Issue
Section
License
Copyright Transfer Statement for Journal
1) In signing this statement, the author(s) grant UNIMAS Publisher an exclusive license to publish their original research papers. The author(s) also grant UNIMAS Publisher permission to reproduce, recreate, translate, extract or summarize, and to distribute and display in any forms, formats, and media. The author(s) can reuse their papers in their future printed work without first requiring permission from UNIMAS Publisher, provided that the author(s) acknowledge and reference publication in the Journal.
2) For open access articles, the author(s) agree that their articles published under UNIMAS Publisher are distributed under the terms of the CC-BY-NC-SA (Creative Commons Attribution-Non Commercial-Share Alike 4.0 International License) which permits unrestricted use, distribution, and reproduction in any medium, for non-commercial purposes, provided the original work of the author(s) is properly cited.
3) The author(s) is/are responsible to ensure his or her or their submitted work is original and does not infringe any existing copyright, trademark, patent, statutory right, or propriety right of others. Corresponding author(s) has (have) obtained permission from all co-authors prior to submission to the journal. Upon submission of the manuscript, the author(s) agree that no similar work has been or will be submitted or published elsewhere in any language. If submitted manuscript includes materials from others, the authors have obtained the permission from the copyright owners.
4) In signing this statement, the author(s) declare(s) that the researches in which they have conducted are in compliance with the current laws of the respective country and UNIMAS Journal Publication Ethics Policy. Any experimentation or research involving human or the use of animal samples must obtain approval from Human or Animal Ethics Committee in their respective institutions. The author(s) agree and understand that UNIMAS Publisher is not responsible for any compensational claims or failure caused by the author(s) in fulfilling the above-mentioned requirements. The author(s) must accept the responsibility for releasing their materials upon request by Chief Editor or UNIMAS Publisher.
5) The author(s) should have participated sufficiently in the work and ensured the appropriateness of the content of the article. The author(s) should also agree that he or she has no commercial attachments (e.g. patent or license arrangement, equity interest, consultancies, etc.) that might pose any conflict of interest with the submitted manuscript. The author(s) also agree to make any relevant materials and data available upon request by the editor or UNIMAS Publisher.
