Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning

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http://hdl.handle.net/10138/334131

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Niemi , H & Niu , S J 2021 , ' Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning ' , Journal of Pacific Rim Psychology , vol. 15 . https://doi.org/10.1177/1834490921991432

Title: Digital Storytelling Enhancing Chinese Primary School Students’ Self-Efficacy in Mathematics Learning
Author: Niemi, Hannele; Niu, Shuanghong Jenny
Contributor: University of Helsinki, Department of Education
University of Helsinki, Leadership in Educational Contexts research group, LeadEd
Date: 2021
Language: eng
Number of pages: 17
Belongs to series: Journal of Pacific Rim Psychology
URI: http://hdl.handle.net/10138/334131
Abstract: The aim of this study was to uncover how digital storytelling advances students’ self-efficacy in mathematics learning and what kinds of learning experiences contribute to self-efficacy. Four Chinese classes with 10- to 11-year-old students (N = 121) participated in the project. The mathematics learning theme was geometry. Quantitative data was collected with questionnaires. The qualitative data was based on teachers’ and students’ interviews and observations. Both data sets showed that the students’ self-efficacy increased significantly during the project. The most important mediator was students’ perception of the meaningfulness of mathematics learning; digital storytelling enhanced the students’ ability to see mathematics learning as useful. They became more confident that they could learn mathematics and understand what they had learned. They also felt more confident in talking with their classmates about mathematical concepts. The role of self-efficacy was twofold: it supported students’ learning during the project and it increased due to meaningful mathematics learning experiences.
Subject: 516 Educational sciences
Digital methods
Storytelling
515 Psychology
self-efficacy
Learning technology
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