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Investigation of the Relationships between E-Learning Styles, Educational Technology Self-Efficacy Perceptions and Problem-Solving Skills of Pre-Service Elementary Mathematics Teachers'

Yıl 2024, Cilt: 8 Sayı: 17, 157 - 174, 30.07.2024
https://doi.org/10.31458/iejes.1355282

Öz

This study aims to determine the relationship between pre-service elementary mathematics teachers' e-learning styles, educational technology self-efficacy perceptions, and problem-solving skills. The sample of the study, in which the relational screening model was used, consists of 150 pre-service teachers studying in a state university's elementary mathematics teaching department. Of the participants, 68% (n=102) were female and 32% (n=48) were male. Data collection tools, e-learning styles, education technology self-efficacy, and measurement tools consisting of non-routine problems were used to determine problem-solving skills and an information form. Pearson product-moment correlation technique and multiple linear regression analysis were used to analyze the data set. According to the study's findings, significant relationships were determined between the sub-dimensions of e-learning styles, education technology self-efficacy, and problem-solving skills. Predictive variables consisting of sub-dimensions of e-learning styles and education technology self-efficacy explained 36% of the variance of the problem-solving skill. At the same time, audio-visual learning, verbal learning, active learning, logical learning, modeling digital-age work and learning, designing and developing digital-age learning experiences and assessments, and engaging in professional growth and leadership variables were effective in problem-solving. Finally, according to the findings, some suggestions are presented.

Kaynakça

  • Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44. https://doi.org/10.1037/0003-066X.48.1.35
  • Asfahani, A. M. (2023). The relationship between academic self-efficacy and undergraduate students’ perceptions of electronic assessment: A mediation analysis. International Journal of Learning, Teaching and Educational Research, 22(6), 226-244. https://doi.org/10.26803/ijlter.22.6.13
  • Bakaç, E. (2022). Investigation of the relationship between teacher candidates' e-learning styles, academic achievements and educational technology self-efficiency perceptions. Cukurova University Faculty of Education Journal, 51(1), 148-164. https://doi.org/10.14812/cuefd.887697
  • Bandura, A. (2001). A social cognitive perspective on positive psychology. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. http://doi.org/10.1037/0003-066X.37.2.122
  • Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73-86. http://dx.doi.org/10.1080/0729436930120107
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences] (15th ed.). Pegem Academy Publishing.
  • Cai, J., & Leikin, R. (2020). Affect in mathematical problem posing: conceptualization, advances, and future directions for research. Educational Studies in Mathematics, 105(3), 287-301. https://doi.org/10.1007/s10649-020-10008-x
  • Can, A. (2023). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS] (11th ed.). Pegem Academy Publishing.
  • Carmo, L., Gomes, A., Pereira, F., & Mendes, A. (2006, September). Learning styles and problem solving strategies [Conference presentation]. 3rd E-Learning Conference, Coimbra, Portugal.
  • Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834
  • Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158. https://doi.org/10.1016/j.compedu.2012.06.008
  • Chang, Y. C., Kao, W. Y., Chu, C. P., & Chiu, C. H. (2009). A learning style classification mechanism for e-learning. Computers & Education, 53(2), 273-285. https://doi.org/10.1016/j.compedu.-2009.02.008
  • Chen, T., & Cai, J. (2020). An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition. International Journal of Educational Research, 102, 1-11. https://doi.org/10.1016/j.ijer.2019.03.004
  • Coffield, F. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
  • Colley, A., & Maltby, J. (2008). Impact of the Internet on our lives: Male and female personal perspectives. Computers in Human Behavior, 24(5), 2005-2013. https://doi.org/10.1016/j.chb.-2007.09.002
  • Compeau, D., & Higgins, C. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. https://doi.org/10.2307/249688
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (3rd ed.). Pegem Academy Publishing.
  • Dewey, J. (1957). Nasıl düşünürüz? [How do we think?] (B. Arıkan, S. Akdeniz, & O. Etker, Trans.). Muallimler Cemiyeti Publishing.
  • Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13(1), 3-22.
  • Elçiçek, M., & Erdemci, H. (2021). Investigation of 21st-century competencies and e-learning readiness of higher education students on the verge of digital transformation. Journal of Computer and Education Research, 9(17), 80-101. https://doi.org/10.18009/jcer.835877
  • El Ghouati, A. (2017). Examining the relationship between e-learning styles and achievement in English among Moroccan university students. Arab World English Journal, 8(2), 323-332. http://dx.doi.org/10.2139/ssrn.3005614
  • European Commission (EC) (2008). Commission staff working document: The use of ICT to support innovation and lifelong learning for all. European Commission. Retrieved from https://epale.ec.europa.eu/en Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. Education and Science, 39(171), 421-435.
  • Güner, P., & Erbay, H. N. (2021). Prospective mathematics teachers’ thinking styles and problem-solving skills. Thinking Skills and Creativity, 40, 1-14. https://doi.org/10.1016/j.tsc.2021.100827
  • Güner, P. (2021). Problem-posing skills and thinking styles of preservice teachers. HAYEF: Journal of Education, 18(2), 254-277. https://doi.org/10.5152/hayef.2021.21003
  • Gürcan, F., & Özyurt Ö. (2020). Emerging trends and knowledge domains in e-learning researches: topic modeling analysis with the articles published between 2008- 2018. Journal of Computer and Education Research, 8(16), 738-756. https://doi.org/10.18009/769349
  • Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 8, 1-8. https://doi.org/10.3389/fpsyg.2018.00935
  • Holden, H., & Rada, R. (2011) Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
  • Hollands, F., & Escueta, M. (2020). How research informs educational technology decision-making in higher education: The role of external research versus internal research. Educational Technology Research and Development, 68, 163-180. https://doi.org/10.1007/s11423-019-09678-z
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779-1786. https://doi.org/10.1016/j.chb.2013.02.012
  • International Society for Technology in Education (ISTE) (2016). ISTE standards for students. Arlington, VA. Retrieved from https://www.iste.org/standards/iste-standards-for-students
  • Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
  • Karasar, N. (2018). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research method: Concepts, principles, techniques] (35th ed.). Nobel Publishing.
  • Kaqinari, T., Makarova, E., Audran, J., Döring, A. K., Göbel, K., & Kern, D. (2022). A latent class analysis of university lecturers’ switch to online teaching during the first COVID-19 lockdown: The role of educational technology, self-efficacy, and institutional support. Education Sciences, 12, 1-19. https://doi.org/10.3390/educsci12090607
  • Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education, 6, 169-180. https://doi.org/10.28945/208
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Investigation of the Relationships between E-Learning Styles, Educational Technology Self-Efficacy Perceptions and Problem-Solving Skills of Pre-Service Elementary Mathematics Teachers'

Yıl 2024, Cilt: 8 Sayı: 17, 157 - 174, 30.07.2024
https://doi.org/10.31458/iejes.1355282

Öz

This study aims to determine the relationship between pre-service elementary mathematics teachers' e-learning styles, educational technology self-efficacy perceptions, and problem-solving skills. The sample of the study, in which the relational screening model was used, consists of 150 pre-service teachers studying in a state university's elementary mathematics teaching department. Of the participants, 68% (n=102) were female and 32% (n=48) were male. Data collection tools, e-learning styles, education technology self-efficacy, and measurement tools consisting of non-routine problems were used to determine problem-solving skills and an information form. Pearson product-moment correlation technique and multiple linear regression analysis were used to analyze the data set. According to the study's findings, significant relationships were determined between the sub-dimensions of e-learning styles, education technology self-efficacy, and problem-solving skills. Predictive variables consisting of sub-dimensions of e-learning styles and education technology self-efficacy explained 36% of the variance of the problem-solving skill. At the same time, audio-visual learning, verbal learning, active learning, logical learning, modeling digital-age work and learning, designing and developing digital-age learning experiences and assessments, and engaging in professional growth and leadership variables were effective in problem-solving. Finally, according to the findings, some suggestions are presented.

Kaynakça

  • Anderson, J. R. (1993). Problem solving and learning. American Psychologist, 48(1), 35-44. https://doi.org/10.1037/0003-066X.48.1.35
  • Asfahani, A. M. (2023). The relationship between academic self-efficacy and undergraduate students’ perceptions of electronic assessment: A mediation analysis. International Journal of Learning, Teaching and Educational Research, 22(6), 226-244. https://doi.org/10.26803/ijlter.22.6.13
  • Bakaç, E. (2022). Investigation of the relationship between teacher candidates' e-learning styles, academic achievements and educational technology self-efficiency perceptions. Cukurova University Faculty of Education Journal, 51(1), 148-164. https://doi.org/10.14812/cuefd.887697
  • Bandura, A. (2001). A social cognitive perspective on positive psychology. Annual Review of Psychology, 52, 1-26. https://doi.org/10.1146/annurev.psych.52.1.1
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman.
  • Bandura, A. (1982). Self-efficacy mechanism in human agency. American Psychologist, 37, 122-147. http://doi.org/10.1037/0003-066X.37.2.122
  • Biggs, J. (1993). From theory to practice: A cognitive systems approach. Higher Education Research and Development, 12(1), 73-86. http://dx.doi.org/10.1080/0729436930120107
  • Büyüköztürk, Ş. (2011). Sosyal bilimler için veri analizi el kitabı [Manual of data analysis for social sciences] (15th ed.). Pegem Academy Publishing.
  • Cai, J., & Leikin, R. (2020). Affect in mathematical problem posing: conceptualization, advances, and future directions for research. Educational Studies in Mathematics, 105(3), 287-301. https://doi.org/10.1007/s10649-020-10008-x
  • Can, A. (2023). SPSS ile bilimsel araştırma sürecinde nicel veri analizi [Quantitative data analysis in the scientific research process with SPSS] (11th ed.). Pegem Academy Publishing.
  • Carmo, L., Gomes, A., Pereira, F., & Mendes, A. (2006, September). Learning styles and problem solving strategies [Conference presentation]. 3rd E-Learning Conference, Coimbra, Portugal.
  • Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology, 24(4), 419-444. https://doi.org/10.1080/0144341042000228834
  • Celik, V., & Yesilyurt, E. (2013). Attitudes to technology, perceived computer self-efficacy and computer anxiety as predictors of computer supported education. Computers & Education, 60(1), 148-158. https://doi.org/10.1016/j.compedu.2012.06.008
  • Chang, Y. C., Kao, W. Y., Chu, C. P., & Chiu, C. H. (2009). A learning style classification mechanism for e-learning. Computers & Education, 53(2), 273-285. https://doi.org/10.1016/j.compedu.-2009.02.008
  • Chen, T., & Cai, J. (2020). An elementary mathematics teacher learning to teach using problem posing: A case of the distributive property of multiplication over addition. International Journal of Educational Research, 102, 1-11. https://doi.org/10.1016/j.ijer.2019.03.004
  • Coffield, F. (2004). Learning styles and pedagogy in post-16 learning: A systematic and critical review. Learning and Skills Research Centre.
  • Colley, A., & Maltby, J. (2008). Impact of the Internet on our lives: Male and female personal perspectives. Computers in Human Behavior, 24(5), 2005-2013. https://doi.org/10.1016/j.chb.-2007.09.002
  • Compeau, D., & Higgins, C. (1995). Computer self-efficacy: Development of a measure and initial test. MIS Quarterly, 19(2), 189-211. https://doi.org/10.2307/249688
  • Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2014). Sosyal bilimler için çok değişkenli istatistik: SPSS ve LISREL uygulamaları [Multivariate statistics for social sciences: SPSS and LISREL applications] (3rd ed.). Pegem Academy Publishing.
  • Dewey, J. (1957). Nasıl düşünürüz? [How do we think?] (B. Arıkan, S. Akdeniz, & O. Etker, Trans.). Muallimler Cemiyeti Publishing.
  • Dunn, R. (2000). Learning styles: Theory, research, and practice. National Forum of Applied Educational Research Journal, 13(1), 3-22.
  • Elçiçek, M., & Erdemci, H. (2021). Investigation of 21st-century competencies and e-learning readiness of higher education students on the verge of digital transformation. Journal of Computer and Education Research, 9(17), 80-101. https://doi.org/10.18009/jcer.835877
  • El Ghouati, A. (2017). Examining the relationship between e-learning styles and achievement in English among Moroccan university students. Arab World English Journal, 8(2), 323-332. http://dx.doi.org/10.2139/ssrn.3005614
  • European Commission (EC) (2008). Commission staff working document: The use of ICT to support innovation and lifelong learning for all. European Commission. Retrieved from https://epale.ec.europa.eu/en Felder, R. M., & Silverman, L. K. (1988). Learning and teaching styles in engineering education. Engineering Education, 78(7), 674-681.
  • Gülbahar, Y., & Alper, A. (2014). Development of e-learning styles scale for electronic environments. Education and Science, 39(171), 421-435.
  • Güner, P., & Erbay, H. N. (2021). Prospective mathematics teachers’ thinking styles and problem-solving skills. Thinking Skills and Creativity, 40, 1-14. https://doi.org/10.1016/j.tsc.2021.100827
  • Güner, P. (2021). Problem-posing skills and thinking styles of preservice teachers. HAYEF: Journal of Education, 18(2), 254-277. https://doi.org/10.5152/hayef.2021.21003
  • Gürcan, F., & Özyurt Ö. (2020). Emerging trends and knowledge domains in e-learning researches: topic modeling analysis with the articles published between 2008- 2018. Journal of Computer and Education Research, 8(16), 738-756. https://doi.org/10.18009/769349
  • Hatlevik, I. K. R., & Hatlevik, O. E. (2018). Examining the relationship between teachers’ ICT self-efficacy for educational purposes, collegial collaboration, lack of facilitation and the use of ICT in teaching practice. Frontiers in Psychology, 8, 1-8. https://doi.org/10.3389/fpsyg.2018.00935
  • Holden, H., & Rada, R. (2011) Understanding the influence of perceived usability and technology self-efficacy on teachers’ technology acceptance. Journal of Research on Technology in Education, 43(4), 343-367. https://doi.org/10.1080/15391523.2011.10782576
  • Hollands, F., & Escueta, M. (2020). How research informs educational technology decision-making in higher education: The role of external research versus internal research. Educational Technology Research and Development, 68, 163-180. https://doi.org/10.1007/s11423-019-09678-z
  • Huffman, A. H., Whetten, J., & Huffman, W. H. (2013). Using technology in higher education: The influence of gender roles on technology self-efficacy. Computers in Human Behavior, 29(4), 1779-1786. https://doi.org/10.1016/j.chb.2013.02.012
  • International Society for Technology in Education (ISTE) (2016). ISTE standards for students. Arlington, VA. Retrieved from https://www.iste.org/standards/iste-standards-for-students
  • Jonassen, D. H. (1997). Instructional design models for well-structured and III-structured problem-solving learning outcomes. Educational Technology Research and Development, 45(1), 65-94. https://doi.org/10.1007/BF02299613
  • Karasar, N. (2018). Bilimsel araştırma yöntemi: Kavramlar, ilkeler, teknikler [Scientific research method: Concepts, principles, techniques] (35th ed.). Nobel Publishing.
  • Kaqinari, T., Makarova, E., Audran, J., Döring, A. K., Göbel, K., & Kern, D. (2022). A latent class analysis of university lecturers’ switch to online teaching during the first COVID-19 lockdown: The role of educational technology, self-efficacy, and institutional support. Education Sciences, 12, 1-19. https://doi.org/10.3390/educsci12090607
  • Keengwe, J. (2007). Faculty integration of technology into instruction and students’ perceptions of computer technology to improve student learning. Journal of Information Technology Education, 6, 169-180. https://doi.org/10.28945/208
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Toplam 76 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Matematik Eğitimi
Bölüm Research Article
Yazarlar

Deniz Kaya 0000-0002-7804-1772

Tamer Kutluca 0000-0003-0730-5248

Gökhan Dağhan 0000-0002-3182-2862

Erken Görünüm Tarihi 12 Temmuz 2024
Yayımlanma Tarihi 30 Temmuz 2024
Gönderilme Tarihi 4 Eylül 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 8 Sayı: 17

Kaynak Göster

APA Kaya, D., Kutluca, T., & Dağhan, G. (2024). Investigation of the Relationships between E-Learning Styles, Educational Technology Self-Efficacy Perceptions and Problem-Solving Skills of Pre-Service Elementary Mathematics Teachers’. International E-Journal of Educational Studies, 8(17), 157-174. https://doi.org/10.31458/iejes.1355282

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