Campus Location

Abilene Campus

Date of Award

Spring 5-11-2019

Document Type

Manuscript

Department

Teacher Education

Degree Name

Master of Education in Teaching and Learning

First Advisor

Kim Hardin

Second Advisor

Andrew Huddleston

Abstract

In this study the researcher examined growth mindset teaching and its effect on student performance as well as students’ perceptions of their math self-efficacy. The author was a preservice teacher completing her clinical teaching internship in a fourth-grade math and science departmentalized setting. The goal of the study was to implement growth mindset instruction and study its effects on student performance and self efficacy in the subject of mathematics. For this study, the author collected data in the form of pre- and post-surveys, student interviews, and pre- and post-math tests. The students engaged in growth mindset mini lessons throughout the study. Utilizing the constant comparative method, the author analyzed survey and interview data for major themes, which ultimately included students’ prior fixed mindset, growth mindset in math, student self-efficacy and student performance. Descriptive statistics were used to analyze the math test scores.

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

Share

COinS