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Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course
Article

, Virginia Tech, United States

JCMST Volume 27, Number 3, ISSN 0731-9258 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

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.

Citation

Hodges, C. (2008). Self-efficacy, Motivational Email, and Achievement in an Asynchronous Math Course. Journal of Computers in Mathematics and Science Teaching, 27(3), 265-285. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved April 20, 2021 from .

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