Changing Students Paradigms for Increased Self-Confidence in a

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  Changing Students Paradigms for
Increased Self-Confidence in a Ninth-
Grade Advanced Algebra I Classroom.

            Education 587-630: Leadership for Middle Level Science
Background
I was concerned for my students lack of completed home
 assignments.

Classroom conversation revealed students were feeling
 frustrated and confused at home but on task and confident
 during class.

I had used a program previously called The 7 Habits of
 Highly Effective Teens by Sean Covey.

I wanted to use this program to improve confidence and
 self-efficacy in a teacher made survey.
Literature Review
Important Facts for me:
Gender was insignificant in determining the frustration and anxiety levels
  found within boy and girls in math (Tapia, 2001).
In order to change attitudes, we require the best techniques for
  intervention and stimulation positive self-efficacy (Tapia, 2003).
Soliciting feedback on anxieties and implementing student suggests for
  dealing with anxiety have greatly improved student‟s confidences in other
  subject areas like Chemistry (Clement, 1999).
Other attempts have been made to do this in similar classrooms using a
  curriculum redesign rather than a supplemental materials approach.
  (Morgan, 2003).
Modeling and social persuasion can be very effective in building self-
  efficacy (Bandura, 2007).
Learning should be student centered and therefore the students need the
  right skill set to take responsibility for their education (Arendale, 2001).
Methodology
Pre-Questionnaire – Intervention – Post-Questionnaire
  Students were given a teacher created questionnaire designed to ask
   questions about their attitudes relating to anxiety based on enviroment and
   confidences they have.
  Students were then exposed to severl co-generative dialogue sessions that
   included mini-sessions / lessons using Sean Covey„s book.
  Students then took the same questionnaire six weeks later. I compared the
   data to verify improvement in confidences and anxieties within the classroom.

The 3 HABITS used
  Be Proactive - This habit teaches students to use their principles explored in the
   opening to make choices rather than use raw emotion to respond or react to other
   people.
  Begin with the End in Mind - This section focuses students to be goal oriented.
  Put First Things First - This habit deals with time management for different types of
   situations.
Findings
Pre    3.20    2.36   2.92    2.16    2.40    3.40    1.60    2.56    3.24    1.84
Post   3.36    1.96   3.16    1.88    1.92    3.48    1.56    3.04    3.44    2.32
Diff   -0.16   0.40   -0.24   -0.28   -0.48   -0.08   -0.04   -0.48   -0.20   -0.48

More students were able to create an environment at home that was conducive
to their homework needs.
Students indicated that someone at home was helping them more frequently the
first time they took the questionnaire.
Students felt that completing their homework at home was less of a problem.
Students were less inclined to indicate stress or confusion when completing
homework.
There was little to no change in student comprehension in class work or
confusion of teacher instruction.
Students indicated that they were now using more resources (such as friends,
the teacher and after school tutoring) for help when they are confused or need to
work on a concept.
Concerns
Content was not the same throughout the six week mini-sessions. Could cause
bias for student‟s frustration levels.

Lack of film or audio of co-generative dialogues, prohibited by administration.
Used “jottings” method instead for paraphrasing of student / teacher co-generative
dialogue.

Teacher created questionnaire was no validated by any means and could be
considered a poor measure of student frustrations and/or anxiety levels.

Is this a repeatable study and would my curriculum allow for the full 7 habits to be
explored?
Conclusions
Able to improve self-efficacy and confidence levels without a change to
curriculum.

Different ways to improve these issues (curriculum redesigns, supplemental
materials, support groups).

I am confident in using this literature in other classes (starting next year at an
earlier time frame) and using different track levels.

Help other teachers, via professional development, implement this resource
within their classrooms.