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Dissertation
Exploring Eighth-Grade and Ninth-Grade Students’ Self-Efficacy and Algebra 1 Performance in Florida
University of West Florida Libraries
Doctor of Education (EDD), University of West Florida
2025
Abstract
Successful completion of Florida’s Algebra 1 end of course (EOC) assessment has been a problem for students since the state implemented the test in 2011. The overall ninth-grade student pass rate has been consistently low with an average 45.4% satisfactory achievement level for the past 10 years (Florida Department of Education [FLDOE], 2021a). In addition, the Algebra 1 EOC results revealed eighth-grade students outperformed ninth-grade students in each of Florida’s 67 school districts with an average 40% higher success rate from 2011 to 2019 (FLDOE, 2021a). The purpose of this qualitative case study was to explore how the self-efficacy of eighth-grade and ninth-grade students contribute to their performance on the Algebra 1 EOC assessment in Florida. Self-efficacy is an important concept of this research because studies have shown a direct relationship between math self-efficacy and achievement even after controlling for student aspects such as age, gender, parental influences, and socioeconomic status. One school district in Florida was a study site to investigate this phenomenon. I chose three middle schools and three high schools from that district to gather in-depth information from eighth-grade and ninth-grade algebra students. I used a qualitative research methodology with a multiple case study approach guided by a theoretical framework following concepts of Bandura’s (1977) self-efficacy theory, which includes four constructs identified as mastery experience, social persuasion, vicarious experience, and physiological and emotional arousal. I applied each of the constructs to the self-efficacy theoretical framework to explain the Algebra 1 grade level performance disparity in the school environment.
Details
- Title
- Exploring Eighth-Grade and Ninth-Grade Students’ Self-Efficacy and Algebra 1 Performance in Florida
- Resource Type
- Dissertation
- Contributors
- Julie Mills (Committee Member)John Pecore (Committee Chair) - University of West Florida, School of EducationCorey E Nagle (Committee Member) - University of West Florida, School of Education
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- pdf
- Number of pages
- 222
- Copyright
- Unpublished work © Alphonse Marsh Jr.
- Identifiers
- 99381357280006600
- Academic Unit
- School of Education
- Language
- English
- Awarding Institution
- University of West Florida; Doctor of Education (EDD)
- Theses and Dissertations
- Doctor of Education (EDD), University of West Florida