The MTIS treatment did not significantly change preservice agricultural teachers' mathematics teaching efficacy, though experimental-group scores descriptively declined¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? There was no significant difference in mathematics teaching efficacy based on the MTIS treatment; the experimental group's scores decreased from week 1 (M = 3.69) to week 15 (M = 3.50) while the control group's increased. → Christopher T. Stripling and T. Grady Roberts 2013
Evidence¶
Christopher T. Stripling and T. Grady Roberts 2013¶
Christopher T. Stripling and T. Grady Roberts. (2013). Effects of Mathematics Integration in a Teaching Methods Course on Self-Efficacy of Preservice Agricultural Education Teachers. Journal of Agricultural Education, 54(2), 114-129. https://doi.org/10.5032/jae.2013.02114
q2 · i? · causal · r1
MANOVA on the mathematics teaching efficacy construct in the same quasi-experimental nonequivalent control group study (13 treatment, 6 control) was non-significant; Table 4 shows the experimental group declining from 3.69 to 3.50 while the control rose from 3.40 to 3.50.
"An analysis of hypothesis two did not reveal a significant difference in the preservice teachers' mathematics teaching efficacy based upon the MTIS treatment, T = .06, F(2, 16) = 0.50, p > .05"
Discussion¶
Related Claims¶
- The MTIS treatment did not significantly change preservice agricultural teachers' personal teaching efficacy — related
- The MTIS treatment did not significantly change preservice agricultural teachers' personal mathematics efficacy in a teaching methods course — related
- Preservice agricultural teachers were efficacious in personal mathematics and personal teaching efficacy but only moderately efficacious in mathematics teaching efficacy throughout the course — related
- Mastery experiences may not be the optimal method for initially increasing preservice agriculture teachers' self-efficacy — related
- Student teachers' teaching efficacy follows a dip trajectory: it rises during on-campus preparation, falls to its lowest point at the midpoint of student teaching, and rebounds by the end — related
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