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

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

3. 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.

4. 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

5. 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

6. 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”

7. 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.

8. 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

9. 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.

10. 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

11. 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.

12. 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!

13. 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