Introduction
A major challenge facing mathematics teachers and teacher trainees is how to deal with the negative attitude many students have towards the subject. They often discover a disparity between their students in that some take naturally to the discipline, while others appear unable or unwilling to grasp its constituent concepts (Allen & Blackston, 2003). One of the models proposed by educational theorists to address this issue is the self-efficacy motivation theory. According to Albert Bandura, the SE theory is representative of an individual’s belief in their ability to complete a given task successfully (1986). The SE beliefs and learners’ attitude towards Mathematics (ATM) are essential to the achievement of motivation, which facilitates the learner’s self-regulation as well as an academic accomplishment (Pintrich, 1999). From a social cognitive perspective, self-efficacy is considered the primary incentive for individual wellness and success (Zimmerman, 2000). Ergo, one will only be motivated to be productive when they believe their actions are likely to have the intended outcome. When they have little hope of success, they will be discouraged, which will be reflected in their efforts, and consequent poor outcome. In the academic context, these theories can be attributed to the “can do” attitude that Bandura describes when conceptualizing the self-efficacy model of motivation (Bandura, 1993).
A learner who believes they can perform well in mathematics will ultimately be driven to practice and work hard on it, while one who has fears or is ambivalent about his chances is likely to perform poorly (McCall, 1999). Self-perception in the learner touches on practically every aspect of their life, both within and without the academic framework (Zimmerman, 2000). It is a key driver of self-regulation, and when the learner is confident in his ability to solve problems successfully, they are almost certain to be disciplined and focused. Subsequently, they will be less vulnerable to distractions, which are a major contributor to poor performance. Having identified the importance of self-efficacy to the learner, mathematics teachers can then adjust their pedagogical techniques to accommodate the student’s motivational needs (Schunk, 1991). One of the key drivers of self-efficacy is past performance, which teachers can use to encourage learners to develop a positive ATM (Nicolaidou & Philippou, 2003). For example, when a weak student is reminded of an occasion they excelled in the subject, they will react positively and have an amplified sense of self-efficacy (Hannula, 2002).
Teachers can also prepare relatively simple tests for learners and use them as a basis to build their confidence for more complex topics (Pajares & Graham, 1999). The second factor is vicarious experience, which involves having a learner observe and model a high achieving student as it helps them create a positive judgment of their abilities. Thirdly, there is the aspect of verbal persuasion, where teachers encourage their learners to use positive reinforcement. The use of phrases like, “you can do it” and “I have confidence in you,” is very useful for teachers in motivating learners (Nicolaidou & Philippou, 2003). Finally, researchers have also found that psychological cues are instrumental in helping teachers monitor learners in case of nervousness and apprehension (Matsui, Matsui & Ohnishi, 1990). Also, they help the students increase their self-awareness and actively take measures to combat fear.
They also study found that teachers who are most adept at applying the above strategies tend to have a relatively better impact on their students’ sense of motivation and self-efficacy. When these four strategies are combined or implemented separately, based on the teacher’s discretion, learners’ sense of self-efficacy is bound to improve in proportion to the teacher’s effectiveness. As a result, teachers must be trained in these skills so they can play a more active role in helping their students develop confidence and faith in their abilities to excel in mathematics. The study was carried out to determine to what extent providing teachers with skills in enhancing student’s self-efficacy would improve their learners’ mathematics performance. While retrospective studies have focused on teacher’s theoretical research, this one mostly blended retrospective literature on the subject with observations made directly by researchers in live teaching environments.
The concept of developing the learners’ ATM using SE provides valuable content for the study since it has been established that the learner’s attitude is one of the biggest contributing factors to their performance. By using real-life scenarios, as opposed to laboratory-like settings, the study was able to conceptualize most of the theoretical contents into a practical setting, which made it easier to relate the two. Furthermore, it supports the idea of inculcating such strategies in formal teacher training to ensure they have a strong background understanding of what it takes to motivate self-efficacy in learners. The ultimate problem discussed is the capacity of the theory of self-efficacy in motivation and its potential to improve learner’s ATM when applied by teachers. Also, it factors in other theoretical standpoints and concerns such as the social learning theory, which underpins the influence a teacher’s motivational skills, can have on their learners’ performance.
References
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