Improving students’ self-efficacy and academic performance in Applied Mathematics through innovative classroom-based strategy at Jimma University, Ethiopia

  • Kinde Getachew Jimma University, Ethiopia
  • Asfawossen Birhane Jimma University
DOI: https://doi.org/10.18543/tjhe-4(1)-2016pp119-143
Keywords: self-efficacy, sources of self-efficacy belief, self-efficacy enhancement strategies, mathematics self-efficacy and achievements

Abstract

Research on area of self-efficacy theory is scarce in African context though several scholars propose the need for investigating the practical utility of the theory in other cultural settings aside from Western countries. We have tested the theory of self-efficacy in Ethiopian context and showed how an innovative classroom based strategy (promoting students’ mastery experience, exposing students to role model, persuading students the importance of effort and creating favorable attitude towards a subject) influenced self-efficacy belief and academic achievements of students in applied mathematics II employing explanatory sequential mixed methods design. We found statistically significant difference between the experimental group and the control group on mean academic performance of applied math II (t = 2.75, df = 121, p = .007). The magnitude of the mean difference (MD = 5.77) between the two groups was medium (η2 = .4978). There was no statistically significant mean difference in the experimental group and the control group on mean score of self-efficacy belief in mathematics (t = .626, df = 85, p = .553) though the experimental group scored higher than the control group. We validated the self-efficacy theory in Ethiopian context and also provided insight how mathematics instructors could use the innovative classroom based strategy. Further study on the applicability and generalization of the intervention package in other contexts is warranted.

Published online: 30 November 2016

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Author Biographies

Kinde Getachew, Jimma University, Ethiopia

MA in Educational Psychology, is associate professor in the Psychology Department at the Jimma University (Ethiopia). He is currently involved in the teaching at the undergraduate and post-graduate students and he is the Coordinator of Academic Quality Assurance at the College of Education and Behavioural Sciences. His principal field of research is behaviour in school and health settings. He has extensive experience in teaching, research, and consultancy services. Mail: kinde.getachew@ju.edu.et

Asfawossen Birhane, Jimma University
ASFAWOSSEN BIRHANE (basfawesen111@gmail.com), MSc. in Mathematics, is assistant professor in the Mathematics Department at the Jimma University (Ethiopia) where he teaches undergraduate and post-graduate courses. His main research interest is in Mathematics education. He also has extensive experience in teaching, research, and consultancy services.

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Published
2016-11-30
How to Cite
Getachew, Kinde, and Asfawossen Birhane. 2016. “Improving students’ Self-Efficacy and Academic Performance in Applied Mathematics through Innovative Classroom-Based Strategy at Jimma University, Ethiopia”. Tuning Journal for Higher Education 4 (1), 119-43. https://doi.org/10.18543/tjhe-4(1)-2016pp119-143.
Issue
Vol. 4 No. 1 (2016): Steps for innovation: course units design, classroom experiences, and employability
Section
Articles

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