Abstract
In this 15-week study the effects of motivational email messages on learner self-efficacy and achievement in an asynchronous math course were investigated. A repeated measures design was used. One hundred, ninety-six participants were randomly assigned to control and experimental groups. Specially designed email messages were sent weekly to both groups for 4 weeks. Eighty-six participants completed the study. Self-efficacy to learn mathematics asynchronously (SELMA) was measured at weeks 0, 5, and 14. Achievement was measured at weeks 5 and 15. Statistically significant relationships were found between SELMA and achievement. Within each group, the SELMA measurements taken at week 5 were significantly higher than the other SELMA measurements. No significant differences were detected between the groups.
| Original language | American English |
|---|---|
| Journal | Journal of Computers in Mathematics and Science Teaching |
| Volume | 27 |
| State | Published - 2008 |
Disciplines
- Education
- Educational Administration and Supervision
- Educational Assessment, Evaluation, and Research
- Educational Leadership
Keywords
- Algebra
- College mathematics
- College students
- Computer uses in education
- Electronic mail
- Mathematics achievement
- Mathematics education
- Self-efficacy
- Student attitudes correlation
- Trigonometry