Measuring precalculus self-efficacy, grit, and achievement in university precalculus courses taught with an online flipped model

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dc.contributor.advisorBrown, Suzanne
dc.contributor.committeeMemberPeters, Michelle
dc.contributor.committeeMemberDivoll, Kent
dc.contributor.committeeMemberWillis, Jana
dc.creatorCarter, Nelson
dc.creator.orcid0000-0002-7697-9951
dc.date.accessioned2023-01-05T16:03:24Z
dc.date.available2023-01-05T16:03:24Z
dc.date.created2022-12
dc.date.issued2022-11-16
dc.date.submittedDecember 2022
dc.date.updated2023-01-05T16:03:26Z
dc.description.abstractThe purpose of this study was to examine the relationship among precalculus self-efficacy, grit, and achievement in university Precalculus classes taught with an Online Flipped Model (OFM). The researcher developed the Precalculus Self-Efficacy Survey (PCSES) to measure precalculus self-efficacy. For the purposes of validating the PCSES, at the same medium-sized university in the gulf coast region of Texas, 141 students were purposefully selected from every section of Precalculus offered in the 2020-2021 academic year (three in fall 2020 and two in spring 2021). To examine relationships among precalculus self-efficacy, grit, and achievement in Precalculus classes taught with an OFM, 81 students were purposefully selected from every section of Precalculus offered in fall 2020. All sections were taught with the same format by the same instructor. At the beginning and end of the semester, students’ precalculus self-efficacy was measured with the PCSES, and their grit was measured with the 12-item Grit Score (GS). A comprehensive final examination measured achievement at the end of the semester. Pretest and posttest PCSES and GS scores were analyzed using two-tailed paired t-tests to determine if there was a statistically significant mean difference by the end of the semester. Pearson correlations were used to determine the relationships between precalculus self-efficacy and achievement, as well as grit and achievement. Multiple regression techniques were used to determine if precalculus self-efficacy or grit could predict achievement; also, they were used to investigate if grit moderated the relationship between precalculus self-efficacy and achievement. Findings suggested that, although precalculus self-efficacy increased when an OFM was used, grit decreased. Furthermore, a positive relationship existed between self-efficacy and achievement, and a positive relationship existed between grit and achievement. Finally, precalculus self-efficacy was found to be a significant predictor of achievement, whereas grit was not. No statistically significant evidence was found to suggest grit moderated precalculus self-efficacy and achievement.
dc.format.mimetypeapplication/pdf
dc.identifier.urihttps://hdl.handle.net/10657.1/2975
dc.language.isoen
dc.subjectUniversity
dc.subjectCollege
dc.subjectHigher Education
dc.subjectPrecalculus
dc.subjectSelf-Efficacy
dc.subjectGrit
dc.subjectSurvey Design
dc.titleMeasuring precalculus self-efficacy, grit, and achievement in university precalculus courses taught with an online flipped model
dc.typeDissertation
dc.type.materialtext
thesis.degree.grantorUniversity of Houston-Clear Lake
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Education

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