Details for publication #53:
2007 - Symposium paper
Measuring the 'effectiveness' of two distinct AS Mathematics courses using 'soft' disposition and self efficacy measures
The aim of this paper is to report our work in progress on the measurement methodology and some preliminary results of our analysis on an incomplete data set. We report on the analysis of the effect of some specific 'process variables' (pedagogy and Programme in AS level mathematics) on value added to some 'learning outcomes' (measures of disposition), and how background variables such as gender, proxies of class, etc. influence these. The data set comprises of disposition measures at two data points early and late in the AS year, and does not yet include measures of grades or UCAS decisions that will follow later in the project. We focus on students disposition to 'further study mathematically-demanding subjects' and their 'mathematics self-efficacy' in this paper, and find some statistically significant but uninterpretable process effects related to Programme, pedagogy and EMA grant support.
The Transmaths website has been developed as part of the project:
Promoting participation and engagement in post-compulsory mathematics education for STEM
ESRC Award: RES-189-25-0235