Developing Problem Posing Self-Efficacy Scale

Kemal Özgen, Baran Bayram

Abstract


This study aims to develop a problem posing self-efficacy scale for middle school students. In this direction, a personal information form and the draft scale, consisting of 33 items, was applied to 371 participants of seventh and eighth graders. The obtained data were subjected to Cronbach-alpha reliability test, item-total correlation, explanatory and confirmatory factor analysis. The factor analysis showed that the scale is composed of 5 factors. The percentage of variance explained by the factors was calculated as 45.64%. The fit indices obtained as a result of confirmatory factor analysis showed that there was agreement between the model and the data and that the proposed model showed good or acceptable adaptation. Cronbach alpha internal consistency reliability coefficient of the scale was 0.85. As a result of analyzes, a 5-score Likert type problem-solving self-efficacy scale consisting of 24-items was developed. According to the findings, it is determined that the self-efficacy scale is a valid and a reliable assessment tool.

Keywords


Problem posing, self-efficacy, scale development

Full Text:

PDF (Türkçe)

References


Bandura, A. (1977). Self-efficacy: toward a unifying theory of behavioral change. Psychological review, 84(2), 191.

Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ, US: Prentice-Hall, Inc.

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W.H. Freeman and Company.

Bayram, N. (2013). Yapısal eşitlik modellemesine giriş AMOS uygulamaları (2.Baskı). Bursa: Ezgi Kitabevi

Brown. S.I., & Walter, M.I. (1983). The art of problem posing, Hilldate,NJ.: Lawrence Erlbaum Association.

Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Kuram ve Uygulamada Eğitim Bilimleri, 32, 470-483.

Büyüköztürk, Ş. (2015). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem.

Cai, J. (1998). An investigation of US and Chinese students’ mathematical problem posing and problem solving. Mathematics Education Research Journal, 10(1), 37-50.

Cortina, J. M. (1993). What is coefficient alpha? An examination of theory and applications. Journal of Applied Psychology, 78, 98-104.

Christou, C., Mousoulides, N., Pittalis, M., Pitta-Pantazi, D., & Sriraman, B. (2005). An empirical taxonomy of problem posing processes. Zdm, 37(3), 149-158.

Çanakçı, O. (2008). Matematik problemi çözme tutum ölçeğinin geliştirilmesi ve değerlendirilmesi. Yayımlanmamış doktora tezi, Marmara Üniversitesi, İstanbul.

Doğan, N., Soysal, S., & Karaman H. (2017). Aynı örnekleme açımlayıcı ve doğrulayıcı faktör analizi uygulanabilir mi?. Demirel, Ö. & Dinçer, S. (Ed.), Küreselleşen dünyada eğitim (ss. 373-400). Ankara: Pegem Akademi.

Ellerton, N. F. (1986). Children’s made-up mathematics problems – a new perspective on talented mathematicians. Educational Studies in Mathematics, 17(3), 261-271.

English, L. D. (1997). The development of fifth-grade children’s problem-posing abilities. Educational Studies in Mathematics, 34(3), 183-217.

English, L. D. (1998). Children’s problem posing within formal and informal contexts. Journal for Research in Mathematics Education, 29(1), 83-106.

Everitt, B. S. (1975). Multivariate analysis: The need for data, and other problems. British Journal of Psychiatry, 126(3), 237-240.

Gay, L. R., Mills, G. E., & Airasian, P. W. (2009). Educational research: Competencies for analysis and applications, student value edition. Upper Saddle River, NJ: Merrill.

Gonzales, N. A. (1994). Problem posing: A neglected component in mathematics courses for prospective elementary and middle school teachers. School Science and Mathematics, 94(2), 78-84.

Gonzales, N. A. (1998). A blueprint for problem posing. School Science and Mathematics, 98(8), 448-456.

Hoffman, B. (2010). I think I can, but I’m afraid to try: The role of self-efficacy beliefs and mathematics anxiety in mathematics problem-solving efficiency. Learning and Individual Differences, 20(3), 276-283.

Hu, L. T., & Bentler, P. M. (1999). Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.

Kalaycı, Ş. (2014). SPSS uygulamalı çok değişkenli istatistik teknikleri (6.Baskı). Ankara: Asil.

Koçak, D., Çokluk, Ö., & Kayri, M. (2016). Faktör sayısının belirlenmesinde MAP testi, paralel analizi K1 ve yamaç birikinti grafiği yöntemlerinin karşılaştırılması. Yüzüncü Yıl Üniversitesi Eğitim Fakültesi Dergisi, 13(1), 330-359.

Kılıç, Ç., & İncikabı, L. (2013). Öğretmenlerin problem kurma ile ilgili öz-yeterlik inançlarının belirlenmesine yönelik ölçek geliştirme çalışması. Dumlupınar Üniversitesi Sosyal Bilimler Dergisi, 35, 223-234.

Kılıç, Ç. (2017). A new problem-posing approach based on problem-solving strategy: Analyzing pre-service primary school teachers’ performance. Educational Sciences: Theory and Practice, 17(3), 771-789.

Kilpatrick, J. (1987): Problem formulating: where do good problems come from? In A. H. Schoenfeld (Ed). Cognitive Science and mathematics education, Hillsdale, NJ; Erlaum.

Kline, P. (1994). An easy guide to factor analysis. NY: Routledge.

Korkmaz, E., & Gür, H. (2006). Öğretmen adaylarının problem kurma becerilerinin belirlenmesi. Balıkesir Üniversitesi Fen Bilimleri Enstitüsü Dergisi, 8(1), 64-74.

Leung, S.S. (2013). Teachers implementing mathematical problem posing in the classroom: Challenges and strategies. Educational Studies in Mathematics, 83(1), 103-116.

Milli Eğitim Bakanlığı [MEB] (2009). İlköğretim matematik dersi (6-8. Sınıflar) öğretim programı. Ankara: MEB.

Milli Eğitim Bakanlığı [MEB] (2013). Ortaokul matematik dersi (5, 6, 7 ve 8. Sınıflar) öğretim programı. Ankara: MEB.

Nicolaou, A. A., & Philippou, G. N. (2007). Efficacy beliefs, problem posing, and mathematics achievement. In Proceedings of the V Congress of the European society for research in mathematics education (pp. 308-317).

Özgen, K., Aydın, M., Geçici, M. E., & Bayram, B. (2017). Sekizinci sınıf öğrencilerinin problem kurma becerilerinin bazı değişkenler açısından incelenmesi. Turkish Journal of Computer and Mathematics Education, 8(2), 323-351.

Pajares, F., & Kranzler, J. (1995). Self-efficacy beliefs and general mental ability in mathematical problem-solving. Contemporary educational psychology, 20(4), 426-443.

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(2), 193.

Pajares, F. (1996). Self-efficacy beliefs and mathematical problem-solving of gifted students. Contemporary educational psychology, 21(4), 325-344.

Pett, M. A., Lackey, N. R., & Sullivan, J. J. (2003). Making sense of factor analysis. USA: Sage Publication.

Schumacker, R. E., & Lomax, R. G. (2004). A beginner’s guide to structural equation modeling. New Jersey: Lawrence Erlbaum Associates.

Schunk, D. H. (1995). Self-efficacy, motivation, and performance. Journal of Applied Sport Psychology, 7(2), 112-137.

Silver, E. A. (1994). On mathematical problem posing. For the Learning of Mathematics, 14(1), 19-28.

Silver, E. A., Mamona-Downs, J., Leung, S. S., & Kenney, P. A. (1996). Posing mathematical problems: An exploratory study. Journal for Research in Mathematics Education, 27(3), 293-309.

Silver, E. A., & Cai, J. (1996). An analysis of arithmetic problem posing by middle school students. Journal for Research in Mathematics Education, 27(5), 521-539.

Silver, E. A. (1997). Fostering creativity through instruction rich in mathematical problem solving and problem posing. Zdm, 29(3), 75-80.

Stoyanova, E., & Ellerton, N. F. (1996). A framework for research into students’ problem posing in school mathematics. In P. Clarkson (Ed.), Technology in mathematics education (pp. 518–525). Melbourne: Mathematics Education Research Group of Australasia.

Şengül, S., & Katranci, Y. (2012). Problem solving and problem posing skills of prospective mathematics teachers about the sets subject. Procedia-Social and Behavioral Sciences, 69, 1650-1655.

Şeker H. (2013) In/out-of-school learning environment and SEM analyses usage attitude towards school. In: Khine M.S. (Eds) Application of structural equation modeling in educational research and practice. Contemporary approaches to research in learning innovations (pp. 135-167). Rotterdam: Sense Publishers.

Şeker, H., & Gençdoğan, B. (2014). Psikolojide ve eğitimde ölçme aracı geliştirme. Ankara: Nobel Yayıncılık.

Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.

Türnüklü, E., Aydoğdu, M. Z. Ve Ergin, A. S. (2017). 8. Sınıf öğrencilerinin üçgenler konusunda problem kurma çalışmalarının incelenmesi. Bayburt Eğitim Fakültesi Dergisi, 12(24), 467-486.

Worthington, R., & Whittaker, T. (2006). Scale development research: A content analysis and recommendations for best practices. Counseling Psychologist, 34, 806-838.

Xie, J., & Masingila, J. O. (2017). Examining Interactions between Problem Posing and Problem Solving with Prospective Primary Teachers: A Case of Using Fractions. Educational Studies in Mathematics, 96(1), 101-118.

Zimmerman, B. J. (2000). Self-efficacy: An essential motive to learn. Contemporary educational psychology, 25(1), 82-91.


Refbacks

  • There are currently no refbacks.




Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

 ISSN: 1305-3515