SavedAdd your journal

Journals / International Journal of Modern Education Studies / 2022 / Cilt: 6 - Sayı: 1

Examination of the Relationship between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety

İbrahim ÇETİN
Derya Özlem YAZLIK
Pages
206–235
Publication Date
2022-10-19
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 suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety.

📌 3 Key Takeaways

🎯
Objective & Hypothesis:This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety.
📊
Key Findings & Data:This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling.
💡
Conclusion & Impact:The results suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety.
🔬Design:Modeling & Simulation
📍Scope:Comprehensive Sample
⚙️Variables:Domain Parameters

Abstract

This study explored the mediating role of mathematics anxiety in the relationship between TPACK competencies and mathematics teaching anxiety. This mediation role was tested through structural equation modeling using data from 426 pre-service mathematics teachers selected through criterion sampling. TPACK Competencies Scale, Mathematics Anxiety Scale, and Mathematics Teaching Anxiety Scale were used to collect data. The data were analyzed through descriptive statistics, correlation analysis and path analysis. The study revealed a negative relationship between TPACK competencies and mathematics anxiety, and mathematics teaching anxiety, while there was a positive relationship between mathematics anxiety and mathematics teaching anxiety. The results suggested that the pre-service teachers' mathematics anxiety had a mediating role in accounting for the relationship between TPACK competencies and mathematics teaching anxiety. Additionally, TPACK competencies explained 68% of the total variance in mathematics teaching anxiety through mathematics anxiety in the structural equation model. The study argued that offering pre-service teachers technology-supported education during undergraduate education may develop their TPACK competencies and reduce their mathematics anxiety and teaching anxiety.

🔖

Cite This Article

ÇETİN, İ., YAZLIK, D. Ö. (2022). Examination of the Relationship between TPACK Competencies and Mathematics Teaching Anxiety: The Mediating Role of Mathematics Anxiety. International Journal of Modern Education Studies, Cilt: 6 - Sayı: 1, 206–235. https://ajindex.com/articles/541408

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (9)

  1. Abbitt, J. T., & Klett, M. D. (2007). Identifying influences on attitudes and self-efficacy beliefs towards technology integration among pre-service educators. Electronic Journal for the integration of technology in Education, 6(1), 28-42. http://ejite.isu.edu/Volume6/Abbitt.pdf
  2. Açıkgül, K., & Aslaner, R. (2015). Investigation of TPACK confidence perception of prospective elementary mathematics teachers. Erzincan University Journal of Education Faculty, 17(1), 118-152. https://doi.org/10.17556/jef.04990
  3. Ader, N. E. (2004). A self-regulation model to explain quantitative achievement in a high-stakes testing situation. Unpublished Master's Thesis, Boğaziçi University Institute of Science and Technology, Istanbul. Akinsola, M. K. (2008). Relationship of some psychological variables in predicting problem solving ability of in-service mathematics teachers. The Montana Mathematics Enthusiast, 5(1), 79-100. https://doi.org/10.54870/1551-3440.1088
  4. Aksu, Z., & Kul, Ü. (2019). The mediating role of mathematics teaching efficacy on the relationships between pedagogical content knowledge and mathematics teaching anxiety. SAGE Open, 9(3), 1-10. https://doi.org/10.1177/2158244019871049
  5. Al-Mutawah, M. A. (2015). The influence of mathematics anxiety in middle and high school students’ math achievement. International Education Studies, 8(11), 239-252. https://doi.org/10.5539/ies.v8n11p239
  6. Alayyar, G., Fisser, P., & Voogt, J. (2012). Developing technological pedagogical content knowledge in pre-service science teachers: support from blended learning. Australasian Journal of Educational Technology, 28(8), 1298-1316. https://doi.org/10.14742/ajet.773
  7. Albayrak-Sarı, A., Canbazoğlu-Bilici, S., Baran, E., & Özbay, U. (2016). Investigating the relationship between teachers’ technological pedagogical content knowledge (TPACK) competencies and attitudes towards information and communication technologies. Educational Technology Theory and Practice, 6(1), 1-21. https://doi.org/10.17943/etku.11643
  8. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168. https://doi.org/10.1016/j.compedu.2008.07.006
  9. Ameen. E. C., Guffey. D. M., & Jackson. C. (2002). Evidence of teaching anxiety among accounting educators. Journal of Education for Business, 78(1), 16-22. https://doi.org/10.1080/08832320209599692 A