Thesis
How does students' participation in the in-class peer tutoring program relate to their self-efficacy beliefs in mechanics of materials?
Washington State University
Master of Science (MS), Washington State University
2009
Handle:
https://hdl.handle.net/2376/103530
Abstract
An in-class peer tutoring program was implemented at Washington State University to incorporate active learning exercises into the classroom. Many studies have investigated the positive outcomes and the value that tutoring schemes can provide, ranging from academic achievement to attitudes regarding subject matter. Self-efficacy is a part of Bandura's social cognitive theory framework and relates to a person's belief in their own ability to accomplish a specific task (Bandura 1997).Previous research has shown the students who are highly efficacious have higher academic expectations for themselves, have higher academic performance, and are more motivated to learn. Self-efficacy can be positively influenced through mastery and vicarious experiences, social persuasions, and physiological states. The purpose of this study is to investigate the student development of mechanics of materials self-efficacy in an in-class peer tutoring program by investigating: (1) how student interactions with in-class peer tutors influence their mechanics of materials self-efficacy, and (2) how in-class peer tutors develop positive self-efficacy beliefs through mastery experiences, vicarious experiences, social persuasions and physiological states. This research includes mid-semester sample selection surveys, semi-structured interviews, and end-of-semester member checking surveys in two sections of mechanics of materials.Mastery experiences and vicarious experiences were found to be largely influential in positively influencing students' mechanics of materials (MoM) selfefficacy. The peer tutors created an opportunity for students to successfully complete tasks and increased the chance of success by being available to answer questions. They also were viewed as role models, which was a positive pathway for student comparisons. Physiological states were also influential, but to a lesser degree. Social persuasions did not influence MoM self-efficacy beliefs in students in the mechanics of materials course. This research indicates in-class peer tutors have the potential to have a positive influence on MoM students' self-efficacy
Metrics
1 File views/ downloads
9 Record Views
Details
- Title
- How does students' participation in the in-class peer tutoring program relate to their self-efficacy beliefs in mechanics of materials?
- Creators
- Carrie Diane Schramm
- Contributors
- Shane Brown (Degree Supervisor)
- Awarding Institution
- Washington State University
- Academic Unit
- Civil and Environmental Engineering, Department of
- Theses and Dissertations
- Master of Science (MS), Washington State University
- Publisher
- Washington State University; Pullman, Wash. :
- Identifiers
- 99900525196501842
- Language
- English
- Resource Type
- Thesis