The Post-covid Transition From Algebra I to Ii
Year: 2024
Type: article
Abstract: This study aimed to determine if A: the COVID-19 pandemic played any role in the academic self-efficacy (ASE) of students taking Algebra II of the Class of 2025 in New York State (NYS), and B: if the change in ASE correlated with students’ work performances, adhering to the Bandura theory of self-efficacy. Prior research indicates that the pandemic has indeed played a role in negatively influencing students' ASE, considering its restriction on learning and the struggle of schools to get back on their feet. Research has yet to be conducted on how the pandemic specifically shaped the ASE of students taking a capstone course, considering that schools shut down when the students took the introductory course. Research has also yet to be conducted on how this change has influenced individual work performance in high school students. Data was collected through the distribution of a survey, including qualitative analysis. Quantitative analysis questions were applied through Likert-scale questions using the ASES and IWPQ scales to determine if the initial hypothesis was true, that the pandemic adversely influenced both scales. A percentage difference test was first used to see if there was any difference between the ASES scores in the survey and another study examining ASES scores before the pandemic. Spearman’s rank coefficient of correlation test was used to see if there was any correlation or significance between the ASES and IWPQ scores received from participants in my survey. Multiple conclusions were made from this study, with one being that there was a significant percent difference between the ASES scores of my survey and the ASES scores of studies performed before the pandemic, proving that the pandemic must play some role in the loss of ASE for students. Secondly, there was a moderately positive correlation between ASES and IWPQ scores, proving that the change in ASE affected a student’s perception of their work performance. This information further adds to the body of knowledge on the correlation between the pandemic and ASE for students, along with its change in work performance, to a more specific extent. More studies should be conducted replicating this research to focus on how the pandemic shaped ASE for different genders, races, or religions, as well as testing on grades below the Class of 2025 since the sudden change in learning algebra might also impact them. If this research is further studied, the limitations found in this research should be considered, such as the smaller sample size analyzed and the limited time to conduct the study. However, they should still be able to yield similar results to this study.
Author: Selin Mutlu
Language: English
Subfield: Experimental and Cognitive Psychology
Field: Psychology
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6893002120
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