The MTIS treatment did not significantly change preservice agricultural teachers' personal mathematics efficacy in a teaching methods course¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? There was no significant difference in personal mathematics efficacy between treatment and control preservice teachers based on the MTIS treatment. → 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

Quasi-experimental nonequivalent control group study in a University of Florida teaching methods course with an experimental group of 13 and a control group of 6 preservice teachers; MANOVA on the personal mathematics efficacy construct was non-significant, so the researchers "failed to reject the null hypothesis."

"The analysis of hypothes is one did not reveal a significant difference in the preservice teachers' personal mathematics efficacy based upon the MTIS treatment, T = .02, F(2, 16) = 0.15, p > .05"

Discussion¶

Related Claims¶

• The MTIS treatment did not significantly change preservice agricultural teachers' mathematics teaching efficacy, though experimental-group scores descriptively declined — related
• The MTIS treatment did not significantly change preservice agricultural teachers' personal teaching efficacy — 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