PROCEEDINGS OF THE 23RD ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2020
Boston, Massachusetts
Self-efficacy in a flipped calculus II classroom
Page: 991
Self-efficacy (Bandura, 1977), an individual’s belief in his or her ability to succeed at a specific task, is a predictor of student performance and persistence in mathematics (Pajares & Miller, 1994; Zeldin & Pajares, 2000). Thus, it is important to understand how students’ self-efficacy changes in different settings. When designed carefully, certain mathematics learning environments are more conducive to students’ development of self-efficacy as they allow for multiple self-efficacy opportunities (Sawtelle, Brewe, & Kramer, 2012). Flipped classrooms (Lage, Platt, & Treglia, 2000) reverse classroom lecture and out-of-class assignments and may increase self-efficacy, as students have opportunities for collaborative work and instructor feedback during class. The purpose of our study was to investigate changes in students’ self-efficacy in a flipped Calculus II course. Quantitative findings included significant increases in students’ self-efficacy in Calculus. Qualitative findings revealed that students believe their experiences in a flipped classroom setting increase their mathematics self-efficacy.