Self-Efficacy and Participation in A-level Mathematics Research Report Self-Efficacy and Participation in A-level Mathematics

MSc in Education PGCE – Full time (90 Credits) Research into Teaching and Learning (30 Credits) Research Project (60 Credits)

Choosing research subject Relevant to me Interesting to me That would have merit for the school I would be working in I knew at least a little bit about Conclusion – A level uptake , Gender and Confidence.

Background Uptake of Mathematics A-level has improved significantly. Lowest point was 2004 at 6.6% of those doing A-level. In 2016 that was 11%. However the landscape is changing http://www.jcq.org.uk/examination-results/a-levels/2016

Background Gender gap in attainment has closed Gender gap in continued participation has not Mathematics is still widely viewed as a gendered subject Males are more likely to attribute value to mathematics qualifications Males are more likely to think they are good at mathematics

Mathematical Self-Efficacy Confidence is too vague Self-belief is a bit better, but still too vague Self-concept is the belief in current ability Self-efficacy is defined to be “the belief in one’s power to produce given levels of attainment”

Focus of Research What role does self-efficacy have in determining if pupils choose to participate in the study of Mathematics at A- level? Other factors – Value to career, value as a skill, family, friends, liking the subject, prerequisite for further courses, teacher influence, ability.

Data Collection - Questionnaire Questionnaire in 3 parts for Year 11 pupils Part 1 – Establish gender and intention to participate in mathematics A-level Part 2 – Questions to determine Mathematical self-efficacy Part 3 – Questions to determine what pupils see as important, an open question and pupils willingness to be interviewed

Interviews Interview looking what the pupils are going onto and how that choice was made. Questions based around influencing factors, such as friends, family, the value of maths and teacher influence.

Trends so far 53% of girls and 75% of boys want to take A-level mathematics Boys generally showed a higher level of self-efficacy than the girls. Those continuing with maths also showed a higher self-efficacy The value of mathematics and future career was highlighted as the most important Liking maths, teacher influence and value for university not far behind Family and Friends influence significantly less

Outcomes from Interviews 3 A-levels has stopped pupils from continuing with maths in some cases. The structure of the A-level a school offers could prevent pupils choosing maths. There a clear theme that pupils would take the subject of their favourite teachers.

Potential Outcomes for the Department Highlight the value of mathematics! High attaining pupils like good teachers! Make sure that high attaining pupils know they are able and can succeed!

Outcomes for me Skills with regards to researching in education and gathering information from pupils Better informed on issues surrounding education Motivates and informs own teaching MSc in Education