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After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students Atia D

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After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students Atia D Walden University ScholarWorks Walden Dissertations and Doctoral Studies Walden Dissertations and Doctoral Studies Collection 2018 After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students Atia D. Mark Walden University Follow this and additional works at: https://scholarworks.waldenu.edu/dissertations Part of the Educational Assessment, Evaluation, and Research Commons This Dissertation is brought to you for free and open access by the Walden Dissertations and Doctoral Studies Collection at ScholarWorks. It has been accepted for inclusion in Walden Dissertations and Doctoral Studies by an authorized administrator of ScholarWorks. For more information, please contact [email protected]. Walden University College of Education This is to certify that the doctoral study by Atia D. Mark has been found to be complete and satisfactory in all respects, and that any and all revisions required by the review committee have been made. Review Committee Dr. Steve Wells, Committee Chairperson, Education Faculty Dr. Gloria Jacobs, Committee Member, Education Faculty Dr. Michael Brunn, University Reviewer, Education Faculty Chief Academic Officer Eric Riedel, Ph.D. Walden University 2018 Abstract After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students by Atia D. Mark MA, Concordia University, 2012 BS, University of the West Indies, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Abstract Middle-school students in Nova Scotia are perceived to have low self-efficacy for achieving learning outcomes. Strong self-efficacy beliefs developed through effective curricula have been linked to improved academic performance. However, there is a need for the formal evaluation of effective curricula that aim to improve self-efficacy. The purpose of this project study was to investigate a 10-week, after-school mentorship (ASM) curriculum that has never been evaluated. The outcomes of the curriculum design are to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory on self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of 7 adult-caregivers and the program’s instructor. Interview data were triangulated with quantitative descriptive statistics on the self- efficacy scores of 10 middle-grade students before and after program participation using the Children’s Hope Scale. Comparison of the mean, median, and mode pre- and posttest scores did not show statistically significant differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children’s self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle-school students. After-School Mentorship Program and Self-Efficacy Beliefs in Middle-School Students by Atia D. Mark MA, Concordia University, 2012 BS, University of the West Indies, 2009 Dissertation Submitted in Partial Fulfillment of the Requirements for the Degree of Doctor of Education Walden University August 2018 Dedication I dedicate this study to my husband Sergio Mark Thomas, who supported me throughout my doctoral journey. Thanks to my adult-caregivers, Ashton Mark and Ingrid Grant for being my number one cheerleaders all my life. Acknowledgments Thank you to the dedicated faculty and staff at Walden University who have helped me to this point of my scholarly pursuits. A special thank you to Dr. Wells and Dr. Jacobs for providing their expertise in educational research, I consider it an honor to sit under their supervision. I am indebted also to my colleagues with whom I shared this doctoral journey. To my loving adult-caregivers, Ashton and Ingrid, I acknowledge your support through the many encouraging words of wisdom over the years. And to Sergio, my beloved, thank you for sharing so much of yourself. Table of Contents List of Tables ..................................................................................................................... iv List of Figures ..................................................................................................................... v Section 1- Introduction to the Study ................................................................................... 1 The Local Problem .......................................................................................................... 4 Definition of Terms ......................................................................................................... 6 Significance of the Study ................................................................................................ 7 Research Questions ......................................................................................................... 8 Review of the Literature ................................................................................................. 9 Conceptual Framework ............................................................................................. 10 Connections between Research and the Conceptual Framework ............................. 11 Implications ................................................................................................................... 22 Summary ....................................................................................................................... 23 Section 2: The Methodology ............................................................................................. 25 Research Design and Approach .................................................................................... 27 Methodology Review ................................................................................................ 28 Participants .................................................................................................................... 30 Research Ethics ......................................................................................................... 32 Data Collection ............................................................................................................. 33 Instruments ................................................................................................................ 34 Data Analysis ................................................................................................................ 37 Evaluation Quality .................................................................................................... 40 i Limitations .................................................................................................................... 43 Data Analysis Results ................................................................................................... 45 RQ1: What are the mean, mode, and median self-efficacy scores of students before and after 10 weeks of participation in the ASM program? ....................................... 45 RQ2: From the perspective of the lead teacher what changes in students’ self- efficacy, if any, are apparent? ................................................................................... 48 RQ3: From the perspective of adult-caregivers what changes in children’s self- efficacy, if any, are apparent? ................................................................................... 57 Evidence of Quality ...................................................................................................... 67 Summary of Findings .................................................................................................... 68 Section 3: The Project ....................................................................................................... 71 Introduction ................................................................................................................... 71 Rationale ....................................................................................................................... 72 Review of the Literature ............................................................................................... 73 The Importance of the Program Evaluation Report .................................................. 73 How the Program Genre Addresses the Study’s Problem ........................................ 75 The Criteria Used to Develop the Project ................................................................. 76 Evidence Supporting the Recommendation in the Evaluation Report .......................... 78 Recommendation 1: Implementing a School-Based Self-Efficacy Curricula .......... 79 Recommendation 2: Implementing Peer-on-Peer Mentoring ................................... 84 Recommendation 3: Implementing Ongoing Program Evaluations ......................... 90 Project Description ........................................................................................................ 94 ii Potential Resources and Barriers .............................................................................. 94 Proposal for Implementation and Timetable ............................................................. 96 Roles and Responsibilities
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