Changing Students Paradigms for Increased Self-Confidence in a Ninth-Grade Advanced Algebra I Classroom.

1. Keith Newman – Classroom Based Research Project Changing Students Paradigms for Increased Self-Confidence in a Ninth-Grade Advanced Algebra I Classroom. Education 587-630: Leadership for Middle Level Science

2. Background • I was concerned for my students lack of completed home assignments. • Classroom conversation revealed students were feeling frustrated and confused at home but on task and confident during class. • I had used a program previously called The 7 Habits of Highly Effective Teens by Sean Covey. • I wanted to use this program to improve confidence and self-efficacy in a teacher made survey.

3. Literature Review Important Facts for me: • Gender was insignificant in determining the frustration and anxiety levels found within boy and girls in math (Tapia, 2001). • In order to change attitudes, we require the best techniques for intervention and stimulation positive self-efficacy (Tapia, 2003). • Soliciting feedback on anxieties and implementing student suggests for dealing with anxiety have greatly improved student’s confidences in other subject areas like Chemistry (Clement, 1999). • Other attempts have been made to do this in similar classrooms using a curriculum redesign rather than a supplemental materials approach. (Morgan, 2003). • Modeling and social persuasion can be very effective in building self-efficacy (Bandura, 2007). • Learning should be student centered and therefore the students need the right skill set to take responsibility for their education (Arendale, 2001).

4. Methodology Pre-Questionnaire – Intervention – Post-Questionnaire • Students were given a teacher created questionnaire designed to ask questions about their attitudes relating to anxiety based on enviroment and confidences they have. • Students were then exposed to severl co-generative dialogue sessions that included mini-sessions / lessons using Sean Covey‘s book. • Students then took the same questionnaire six weeks later. I compared the data to verify improvement in confidences and anxieties within the classroom. The 3 HABITS used • Be Proactive - This habit teaches students to use their principles explored in the opening to make choices rather than use raw emotion to respond or react to other people. • Begin with the End in Mind - This section focuses students to be goal oriented. • Put First Things First - This habit deals with time management for different types of situations.

5. Findings • More students were able to create an environment at home that was conducive to their homework needs. • Students indicated that someone at home was helping them more frequently the first time they took the questionnaire. • Students felt that completing their homework at home was less of a problem. • Students were less inclined to indicate stress or confusion when completing homework. • There was little to no change in student comprehension in class work or confusion of teacher instruction. • Students indicated that they were now using more resources (such as friends, the teacher and after school tutoring) for help when they are confused or need to work on a concept.

6. Concerns • Content was not the same throughout the six week mini-sessions. Could cause bias for student’s frustration levels. • Lack of film or audio of co-generative dialogues, prohibited by administration. Used “jottings” method instead for paraphrasing of student / teacher co-generative dialogue. • Teacher created questionnaire was no validated by any means and could be considered a poor measure of student frustrations and/or anxiety levels. • Is this a repeatable study and would my curriculum allow for the full 7 habits to be explored?

7. Conclusions • Able to improve self-efficacy and confidence levels without a change to curriculum. • Different ways to improve these issues (curriculum redesigns, supplemental materials, support groups). • I am confident in using this literature in other classes (starting next year at an earlier time frame) and using different track levels. • Help other teachers, via professional development, implement this resource within their classrooms.