Self-Efficacy Beliefs among Palestinian Pre-Service Mathematics Teachers’ in Statistics

Öz

One of the most concrete reflections of mathematics in real life is statistic domain and it is frequently mentioned in the related literature that students have difficulty in statistics concepts. The development of statistical concept knowledge is important for both statistical and scientific literacy. This study aimed to determine pre-service mathematics teachers’ self-efficacy beliefs in statistics. The study is about the Palestinian context.  Any data about the Palestinian education is valuable as there is so little research in the literature about the educational research done about Palestinian educational system. The present study was conducted with a total number of 100 pre-service mathematics teachers who were in their last academic year in the mathematics department of two Palestinian universities. Data was collected by the Statistics Self- Efficacy Belief Instrument. Descriptive statistics was used in data analysis. Data analysis showed that the participants had low to moderate level of self-efficacy beliefs in statistics. The difficulties faced by the pre-services mathematics teachers with low self-efficacy beliefs in the teaching of statistics concepts are discussed and the suggestion of remedial solutions for teaching content and teaching environment is shared.

Anahtar Kelimeler

• statistics education,teacher training,self-efficacy

Matematik Öğretmen Adaylarının İstatistik Öz-Yeterlik İnançlarının İncelenmesi: Filistin Örneği

Öz

Matematiğin gerçek yaşamdaki en somut yansımalarından biri de istatistik alanıdır ve ilgili literatürde öğrencilerin ve matematik öğretmen adaylarının istatistik kavramlarını anlamada zorlandıkları sıkça dile getirilmektedir. İstatistik kavram bilgisinin geliştirilmesi hem istatistik hem de bilim okuryazarlığının geliştirilmesi açısından önem arz etmektedir.  Bu çalışma, matematik öğretmen adaylarının istatistik öz-yeterlik inançlarını belirlemeyi amaçlamıştır. Çalışma Filistin bağlamı ile ilgilidir. Filistin eğitimine ilişkin herhangi bir veri, literatürde Filistin eğitim sistemi hakkında yapılan eğitim araştırması hakkında çok az araştırma olduğu için özel bir önem taşımaktadır. Bu çalışma, son akademik yılında Filistin devlet sınırları içerisinde bulunan iki ayrı üniversitesinin matematik bölümünde kayıtlı olan toplam 100 matematik öğretmen adayı ile gerçekleştirilmiştir. Veriler İstatistik Öz-Yeterlik İnanç Envanteri tarafından toplanmıştır. Veri analizinde tanımlayıcı istatistikler kullanılmıştır. Veri analizi, katılımcıların istatistikte düşük düzeyle orta düzey arası öz-yeterlik inançlarına sahip olduklarını göstermiştir. Makalede, düşük öz-yeterlik inancına sahip öğretmen adaylarının istatistik kavramlarının öğretiminde karşılaştıkları zorluklar tartışılmakta, öğretim içeriği ve öğretim çevresine yönelik çözüm önerileri paylaşılmaktadır.

Anahtar Kelimeler

• istatistik eğitimi,öğretmen eğitimi,öz-yeterlik

Kaynakça

1. Aşkar, P., & Umay, A. (2001). İlköğretim matematik öğretmenliği öğrencilerinin bilgisayarla ilgili öz yeterlilik algısı. (Computer self efficacy beliefs of elementary school mathematics student teachers). Hacettepe Üniversitesi, Eğitim Fakültesi Dergisi, 2(1), 1–8.
2. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change, Psychological Review, 84(2), 191-215
3. Bandura, A. (1997). Self-efficacy: The Exercise of Control. NY: W. H. Freeman and Company.
4. Bandura, A. (2001). Social Cognitive Theory: An Agentic. Department of Psychology, Standford University, Annual Rev. Psychology 52, 1–26.
5. Bong, M. M. (1998). Self-efficacy and Self-regulated Learning: The Implication of Research Related in Education Engineering. Journal of Educational Technology, 14(1), 97-118.
6. Bryman, A. & Cramer, D. (2011) Quantitative data analysis with IBM SPSS Statistics 17, 18 and 19: A guide for social scientists, Psychology Press.
7. Busch, T. (1995). Gender difference in self-efficacy and attitudes toward computers. Journal of Educational Computing Research, 12, 147-158.
8. Çoban, T. A., & Sanalan, V. A. Sanalan (2002). Fen bilgisi öğretimi dersinde özgün deney tasarım sürecinin öğretmen adayının öz yeterlilik algısına etkisi (The effect of experiment design process in the science teaching course on the self efficacy levels of student teachers). Erzincan Eğitim Fakültesi Dergisi, 4(2), 1-10.

9. Finney, S., & Schraw, G. (2003). Self-efficacy beliefs in college statistics courses. Contemporary Educational Psychology, 28, 161–186.
10. Garfield, J. B., & Ben-Zvi, D. (2008). Developing Students’ Statistical Reasoning: Connecting Research and Teaching Practice. Springer Publishers.
11. GAISE (2005). Guidelines for assessment and instruction in statistics education (GAISE) report: A curriculum framework for PreK–12 statistics education. The American Statistical Association (ASA).Retrieved from:http://www.amstat.org/education/gaise/
12. GAISE (2016). Guidelines for assessment and instruc¬tion in statistics education college report 20/6. American Statistical Association (ASA).Retrieved from:http://www.amstad.org/asa/ files/pdfs/GAISR/GaiseCollegc.Full.pdf.
13. Gelso, C., Mallinckrodt, B., & Judge, A. (1996). Research training environment, attitudes toward research and research self-efficacy: The revised research training environment scale. The Counseling Psychology, 24, 304-322.
14. Holden, G., Barker, K., Meenaghan, T., & Rosenberg, G. (1999). Research self-efficacy: A new possibility for educational outcomes assessment. Journal of Social Work Education, 3, 463-476.
15. Huck. S. W. (2011). Reading statistics and research (6th Ed). New York: Pearson.
16. Joliffe, F. R. (1976). A continuous assessment scheme for statistics courses for social scientists. International Journal of Mathematics Education in Science and Technology, 7, 97-103.
17. Kline, P. (1999). The handbook of psychological testing (2nd ed). London: Routledge.
18. Koparan, T. & Güven, B. (2013). Proje tabanlı öğrenme yaklaşımının ilköğretim 8. sınıf öğrencilerinin örneklem kavramına yönelik istatistiksel okuryazarlık seviyelerine etkisi. Eğitim ve Öğretim Araştırmaları Dergisi, 2(1), 185–196.
19. Pagano, R. R. (2012). Understanding Statistics in the Behavioral Sciences, 10th Edition: Wadsworth Publishing.
20. Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental-ability in mathematical problem-solving, Contemporary Educational Psychology, 20, 426–443.
21. Pajares, F., & Miller, M. D. (1994). Role of self-efficacy and self-concept beliefs in mathematical problem-solving: A path analysis. Journal of Educational Psychology, 86, 193–203.
22. Robson, C. (1993). Real World Research. A Resource for Social Scientists and Practitioner-Researchers. Oxford: Blackwell.
23. Rumsey, J. (2002). Statisftical Literacy as a Goal for Introductory Statistics Courses, Journal of Statistics Education, 10(3), 21-36.
24. Salomon, G. (1984). Television is “easy” and print is “tough”: The differential investment of mental effort in learning as a function of perceptions and attributions. Journal of Educational Psychology, 76(4), 647658.
25. Schunk, D. H., (1991). Self-efficacy and academic motivation. Education psychologist, 26 (3 & 4), 201-231.
26. Schunk, D. H., & Pajares, F. (2005). Competence perceptions and academic functioning. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 85-104). Guilford Press, New York.
27. Seferoğlu, S. S., & Akbıyık, C. (2009). Bilişim teknolojilerinin okullarda kullanımı: Öğretmenlerin teknolojiyi kullanma durumları (Use of computing technologies in schools by the teachers). 18. Eğitim Bilimleri Kurultayı, Selçuk/Kuşadası- İZMİR.
28. Sevimli, N., & Aydın, E. (2017). İstatistik Öz Yeterlilik İnanç Ölçeğinin Türkiye Örneklemine Uyarlanması. Eğitim ve İnsani Bilimler Dergisi: Teori ve Uygulama, 8(16), 44-57. Retrieved from http://dergipark.gov.tr/eibd/issue/ 33396/371608
29. Skaalvik, E. M., & Skaalvik, S. (2007). Dimensions of teacher self-efficacy and relations with strain factors, perceived collective teacher efficacy, and teacher burnout. Journal of Educational Psychology, 99, 611–625.
30. Silver, B. B., Smith, E. V., & Greene, B. A. (2001). A study strategies self-efficacy instrument for use with community college students. Educational and Psychological Measurement, 61(5), 849-865.
31. Wolters, C. A., & Daugherty, S. G. (2007). Goal structures and teachers' sense of efficacy: Their relation and association to teaching experience and academic level.Journal of Educational Psychology, 99(1), 181-193.
32. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (London: Harvard University Press)