Title page for ETD etd-11292005-222745


Type of Document Dissertation
Author Hodges, Charles Brent
URN etd-11292005-222745
Title Self-efficacy, Motivational Email, and Achievement in an Asynchronous Mathematics Course
Degree PhD
Department Learning Sciences and Technologies
Advisory Committee
Advisor Name Title
Cennamo, Katherine S. Committee Chair
Abraham, Jane L. Committee Member
Burton, John K. Committee Member
Hannsgen, Kenneth B. Committee Member
Lockee, Barbara B. Committee Member
Keywords
  • Self-efficacy
  • motivational email
  • math achievement
  • asynchronous math course
Date of Defense 2005-11-28
Availability unrestricted
Abstract
This study investigated the effects of motivational email messages on learner self-efficacy and

achievement in an asynchronous college algebra and trigonometry course. A pretest-posttest

control group design was used. Of the 196 initial participants randomly assigned to treatment

groups, 125 participants with an average age of 18.21 years completed the study. The final

control and experimental groups consisted of 57 (n=17 male, n=40 female) and 68 (n=14 male,

n=54 female) participants respectively. Self-efficacy to learn mathematics asynchronously

(SELMA) was measured before the treatment was administered. Email messages designed to be

efficacy enhancing were sent to the experimental group weekly for 4 weeks. The control group

was sent email messages designed to be neutral with respect to self-efficacy weekly for 4 weeks.

SELMA and math achievement were measured after the email messages were sent in week 4.

Analysis of covariance was performed using the pretest SELMA measure as a covariate to detect

post-treatment differences in SELMA between the control and experimental groups. No

significant differences were detected at the 0.05 alpha level. Paired-sample t-Tests revealed

significant increases in SELMA for both the control and experimental groups over the treatment

period. Linear regression analysis revealed a weak positive relationship between SELMA and

math achievement. The findings are discussed in the context of the related literature and

directions for future research are suggested.

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