The MTIS treatment did not significantly change preservice agricultural teachers' personal teaching efficacy¶
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 personal teaching efficacy based on the MTIS treatment; the experimental group's scores decreased at each data collection point. → 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 personal teaching efficacy construct in the quasi-experimental nonequivalent control group study was non-significant; Table 7 shows the experimental group declining from 7.67 at week 1 to 7.46 at week 15, and the control from 7.32 to 7.03.
"The analysis of hypothesis three did not reveal a significant difference in the preservice teachers' personal teaching efficacy based upon the MTIS treatment, T = .06, F(2, 16) = 0.49, 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 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
- The effect of social persuasion on student teacher efficacy depends on its form: verbal feedback from cooperating teachers is positive while structured communication tools and peer pairing show no benefit — related
- Vicarious experiences are positively related to agriculture teachers' general teaching efficacy, with observing a first year teacher explaining 11% of variance — related
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