SavedAdd your journal

Journals / Çukurova Üniversitesi Eğitim Fakültesi Dergisi / 2019 / Cilt: 48 - Sayı: 1

The Development of Mathematical Literacy Self-Efficacy Scale for Middle School: A Reliability And Validity Study*

Kamuran TARIM
Kemal BAYPINAR
Pages
878–909
Publication Date
2022-10-11
DOI
—
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

The results have shown that the Middle School Mathematical Literacy Self-efficacy Scale is a valid and reliable measurement tool.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:The purpose of this research is to conduct validity and reliability studies within the context of the development of the Mathematical Literacy Self-Efficacy Scale for middle school students.
📊
Key Findings & Data:In the scope of the study, explanatory factor analysis, confirmatory factoranalysisandCronbachalphainternalconsistencycoefficientreliability calculations were made to the data obtained from 1124 students who were studying in the 7th grade of the public schools of central districts in Adana province.
💡
Conclusion & Impact:The results have shown that the Middle School Mathematical Literacy Self-efficacy Scale is a valid and reliable measurement tool.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

The purpose of this research is to conduct validity and reliability studies within the context of the development of the Mathematical Literacy Self-Efficacy Scale for middle school students. In the scope of the study, explanatory factor analysis, confirmatory factoranalysisandCronbachalphainternalconsistencycoefficientreliability calculations were made to the data obtained from 1124 students who were studying in the 7th grade of the public schools of central districts in Adana province. In order to determine the discrimination power, Independent groups t test was applied between group scores. As a result of the analyzes made, it is seen that the scale consists of 30 items with 4 subcomponents andhas a .925 Cronbach alpha internal consistency coefficient and is at a distinctive level. The scale explains 48.34% of the total variance. In addition, the confirmatory factor analysis carried out in order to test the adequacy of the obtained structure shows that the resulting model is acceptable. The results have shown that the Middle School Mathematical Literacy Self-efficacy Scale is a valid and reliable measurement tool.

🔖

Cite This Article

TARIM, K., BAYPINAR, K. (2022). The Development of Mathematical Literacy Self-Efficacy Scale for Middle School: A Reliability And Validity Study*. Çukurova Üniversitesi Eğitim Fakültesi Dergisi, Cilt: 48 - Sayı: 1, 878–909. https://ajindex.com/articles/484732

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (15)

  1. Akkaya, R. ve Sezgin Memnun, D. (2012). Öğretmen adaylarının matematiksel okuryazarlığa ilişkin öz yeterlik inançlarının çeşitli değişkenler açısından incelenmesi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, 19, 96-111.
  2. Akyol, H. (2000). Yazı öğretimi. Milli Eğitim Dergisi,146,37-48.
  3. Akyüz, G. ve Pala, N. M. (2010). PISA 2003 sonuçlarına göre öğrenci ve sınıf özelliklerinin matematik okuryazarlığına ve problem çözme becerilerine etkisi. İlköğretim Online, 9(2), 668-678.
  4. Albayrak Ataklı, P. (2011). Factors related to basic numeracy skills of adults in Turkey.Yüksek lisans tezi, Boğaziçi Üniversitesi,
  5. İstanbul.
  6. Altıntaş, E., Özdemir, A. Ş. ve Kerpiç, A. (2012). Öğretmen adaylarının matematik okuryazarlığı öz yeterlik algılarının bölümlere göre karşılaştırılması. Trakya Üniversitesi Eğitim Fakültesi Dergisi, 2(2), 26-34.
  7. Altun, M. ve Akkaya, R. (2014). Matematik öğretmenlerinin PISA matematik soruları ve ülkemiz öğrencilerinin düşük başarı düzeyleriüzerine yorumları. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 29(1), 19-34.
  8. Altun, M., Aydın, N., Akkaya, R. ve Uzel, D. (2012). PISA Perspektifinden İlköğretim 8. Sınıf Öğrencilerinin Matematik Başarı Düzeyinin Tahlili.http://doktora2012.files.wordpress.com/2012/10/zpisa-kuyeb.docErişim Tarihi: 01.01.2014.
  9. Arslan, Ç. ve Yavuz, G. (2012). A study on mathematical literacy self-efficacy beliefs of prospective teachers. Procedia -Social and Behavioral Sciences, 46, 5622-5625.
  10. Azapağası İlbağı, E. (2012). PISA 2003 matematik okuryazarlığı soruları bağlamında 15 yaş grubu öğrencilerinin matematik okuryazarlığı ve tutumlarının incelenmesi. Doktora tezi, Atatürk Üniversitesi,
  11. Erzurum. Balcı, A. (2001).Sosyal bilimlerde araştırma, yöntem, teknik ve ilkeler (3.baskı). Ankara:
  12. PegemA Yayıncılık. Bamberger, R. (1975). Promoting the Reading Habit. Paris: UNESCO. Bandura, A. (1986).Social foundations of thought and action: A social cognitive theory.New Jersey: Prentice Hall. Bandura, A. (1994). Self-efficacy. In V. S. Ramachaudran et al. (Eds.), Encyclopedia of Human Behavior. New York: Academic. Bandura, A. (2001). Social cognitive theory of mass communication. Mediapsychology, 3, 265-299.
  13. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-efficacy beliefs as shapers of children's aspirations and career trajectories. Child Development, 72(1), 187-206.
  14. Bloom, B. S. (1979). İnsan nitelikleri ve okulda öğrenme(D. A. Özçelik, Çev.). Ankara:
  15. Milli Eğitim Basımevi. Brophy, J. (1988). Moti