The Role of Self-Efficacy in Dialogue and Argumentation for Enhanced Academic Performance of Ordinary Level Mathematics Students in Zimbabwe

Abstract

The purpose of this study sought to determine the role of self-efficacy in dialogue and argumentation to improve students’ academic performance in O’ level Mathematics. The study employed a mixed methods approach to collect quantitative data using teachers’ questionnaires and qualitative data using interviews with the participating Mathematics Heads of Departments. The subjects of this study consisted of 66 O’ level Mathematics teachers who were randomly selected and 10 Mathematics Head of Department who were purposively selected at particular schools in Zimbabwe. Hypotheses were tested using the structural equation modelling approach that employed AMOS version 22. Thematic analysis was used in qualitative analytic procedures to process the interview. The empirical findings of the study established that that mathematical self-efficacy is both a catalyst and enabler for productive dialogic engagement and academic success in Mathematics. The findings of the study might not be generalised to other academic levels like or tertiary institutions since it was limited to the role of self-efficacy in dialogue and argumentation for enhanced academic performance of ordinary level mathematics students. Results of this study have implications for both policy and practice with regards to the teaching of ordinary level mathematics in Zimbabwe.