Step 3. How did the authors test their hypothesis?

a) In the study examining the influence of self-efficacy on students’ mathematical

reasoning, researchers employed a quasi-experimental design with 301 eleventh
graders from six secondary schools. They assessed the students’ mathematical
reasoning and self-efficacy beliefs before and after applying the Student Teams-
Achievement Division (STAD) cooperative learning strategy. Analysis using a
Parallel Multiple Mediator Model revealed that self-efficacy beliefs significantly
mediate the relationship between the instructional approach and mathematical
reasoning, underscoring the importance of instructional methods that develop
both cognitive skills and positive self-beliefs.

b) The authors of the study on the mediating effect of self-efficacy on students’

mathematical reasoning do not explicitly mention any limitations within the
methodology section of their paper. However, common limitations in such quasi-
experimental studies could include the non-random selection of participants,
which might affect the generalizability of the findings. Additionally, the reliance on
self-reported measures for self-efficacy could introduce bias. It’s also possible
that other unmeasured variables could influence the results, such as the quality
of instruction or the students’ prior knowledge in mathematics. These are general
considerations and may not specifically apply to the study in question, but they
are worth noting when interpreting the results of such research.

c) The authors of the study analyzed their data using a Parallel Multiple Mediator
Model in SPSS with the PROCESS custom dialogue version 3.4. This statistical
method allowed them to examine the potential mediating effects of self-efficacy
beliefs on the relationship between the instructional approach and students’
mathematical reasoning. By employing this model, they could determine the
significance of the indirect effects of the instructional method through self-efficacy
on mathematical reasoning outcomes.