ENHANCING MATHEMATICS PRE-SERVICE TEACHERS' ACADEMIC SELF-EFFICACY THROUGH GUIDANCE AND COUNSELLING SERVICES (original) (raw)
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Global Journal of Educational Research, 2023
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African Journal of Educational Studies in Mathematics and Sciences, 2019
This study sought to explore the relationship between pre-service teachers' perceived selfefficacy in teaching mathematics and their achievement in mathematics. It is a descriptive study which involved forty students (47.5% male, 52.5% female) of Kibi College of Education. Data was collected through a Mathematics Self-Efficacy Scale (MSES) questionnaire and a Mathematics Achievement Test (MAT). The findings of the study revealed a strong positive relationship between the pre-service teachers' self-efficacy in mathematics and their achievement in mathematics. In view of the findings, the study recommends among others that teacher educators should focus on helping to develop pre-service teachers.
2018
This study examined the relationship between Teachers' mathematics teaching self-efficacy, Use of mathematics instructional materials and Students' achievement in secondary school mathematics. Descriptive survey of the correlation type was adopted for this study. Simple random sampling technique was used to select three Educational Districts out of the six Educational Districts in Lagos State, while stratified random sampling technique was used to select 40 schools from each of the selected Educational Districts. Six SSII students and their mathematics teacher were selected from each of the 40 schools, making a total of 120 teachers and 720 students who were used as the participants of this study. The three valid and reliable instruments used to collect data were the; Mathematics teaching Self-efficacy Scale (MTSES), Questionnaire on utilization of mathematics instructional materials (QUMIM) and Mathematics achievement test (MAT). Their test retest reliability values were 0.82, 0.87 and 0.84 respectively using Kuder-Richardson (KR-20)'s formula. The result of the Pearson correlation and Multiple regression analyses show that: There is a significant positive relationship between the teachers' mathematics teaching self-efficacy and utilization of mathematics instructional materials; there is a significant positive relationship between the teachers' utilization of mathematics instructional materials and students' achievement in mathematics; there is a significant relationship between teachers' mathematics teaching self-efficacy and students' achievement in mathematics; the two predictor variables jointly accounted for 45.2% variations in students' academic achievement in mathematics. It is recommended that, Government and school heads should make mathematics instructional materials available in secondary schools; Self-efficacy enhancement programme should be organized for the mathematics teachers to enable them develop self confidence in their ability to effectively impact knowledge in their students.
Journal of Education and Psychological Research (IJEPR) , 2020
The study investigated the influence of self-efficacy on senior secondary school students academic achievement in Mathematics in Kano State, Nigeria. The study adopted Ex-post-facto research design. The sample of 398 Senior Secondary Three (SS III) students were drawn from the population of 77,393 using multi-stage sampling technique. Two instruments were used for collection of data. The first instrument was Self-Efficacy Inventory which was measured using the modified version of Betz and Hackett 1983 Self-efficacy Inventory (SI), while Mathematics Achievement Test was developed which consisted of 50multiplechoice test Items. The reliability of the instruments were established usingCronbach Alpha statistic and Kuder Richardson formular 21 (KR21). This yielded reliability indexes of 0.78 and 0.80 for the (MAT) and (SI) respectively. One-way ANOVA statistic was used to test the hypothesis formulated for the study at 0.05 level of significance. The study revealed a significant difference in the mean score of Students with high, moderate and low self-efficacy in Mathematics Achievement Test. In conclusion Students with high self-efficacy performed significantly better than those with moderate and low self-efficacy on Mathematics achievement Test. It was therefore recommended that, Mathematics teachers should incorporate psychological teaching approaches that will stimulate students' interest and make them develop confidence towards the subject
A construct of the instrument for measuring junior high school mathematics teacher's self-efficacy
2017
The aim of this study was to develop a construct of the instrument for junior high school mathematics teacher self-efficacy and its mapping in the Special Region of Yogyakarta. The population was 816 junior high mathematics teacher and a sample of 274 teachers was selected through proportionate random sampling technique. The data were analyzed using Confirmatory Factor Analysis (CFA), using software Lisrel 8.80 through the first order and the second order stages. The result of data analysis toward four dimensions obtained: 11 fit items for dimension of personal efficacy (PE), 12 fit items for dimension of general teaching efficacy (GTE), 13 fit items for dimension of subject matter teaching efficacy (STE), and 8 fit items for dimension of outcome efficacy (OE). Afterward, the result of selecting 54 items in the first order stage was examined for the second order CFA which obtained Chi-Square = 297.58; df = 271; p-value = 0.12824; RMSEA = 0.019, which showed the model was fit to t...
American Journal of Educational Research, 2020
The main aim of this study was to determine the relationship between senior high school students' mathematics self-efficacy, self-concept and their mathematics achievement in Twifo Hemang Lower Denkyira District of the Central Region of Ghana. A probability stratified random sampling technique was used to obtain representatives of the two schools under consideration in the proportion of the population of the two schools. A total of one hundred and fifty (150) form two students were involved in the study. The research design adopted was correlational design and the instruments developed and used for obtaining relevant data for the study was the Likert scale type of questionnaire and achievement test. An independent sample t-test was conducted to find the differences in achievement scores of low and high mathematics self-efficacy and self-concept students. The major result established in the study was that students' mathematics self-efficacy correlated students' mathematics achievement. The result also established that students' mathematics self-concept did not correlate with their mathematics achievement. In view of this, it was recommended that constructs that are related to students' academic performance should be given prominent attention. For example, teachers of mathematics must make frantic efforts at all times to increase students' mathematics self-efficacy when teaching so that students would be able to overcome the challenges they face when learning mathematics subject.
2023
This study examined the relationship between pre-service mathematics teachers' self-efficacy and their performance in Colleges of Education in Kwara State, Nigeria. The objectives of the study were to ascertain the connection between the respondents' beliefs, motivation, mastery experience, and performance. The research design utilized in this study was a correlational design. The population consisted of 322 pre-service mathematics teachers selected from the six Colleges of Education in Kwara State, Nigeria. A multi-stage sampling technique was employed to select 250 respondents. The instrument used for data collection was an adapted questionnaire titled "Mathematics Self-Efficacy Questionnaire," while the students' mathematics performance was assessed using the existing Cumulative Grade Points Average (CGPA). The questionnaire demonstrated a Cronbach Alpha reliability index of 0.87. Out of the 250 questionnaires distributed, 232 responses were deemed adequate and included in the data analysis. To test the formulated hypotheses at a 0.05 level of significance, Pearson's Product Moment Correlation (r) and Multiple Regression Analysis were employed. The findings of this study revealed that there is a positive and independent relationship between pre-service mathematics teachers' belief (r = 0.25; p = 0.000 < 0.05), motivation (r = 0.22; p = 0.000 < 0.05), mastery experience (r = 0.23; p = 0.000 < 0.05), and their performance. Additionally, there is no joint correlation between preservice mathematics teachers' belief, motivation, mastery experience, and their performance (F = 5.363; p = 0.159; 0.714 & 0.461 > 0.05). Based on these findings, it can be concluded that self-efficacy is a significant determinant factor in evaluating the academic performance of pre-service mathematics teachers. In light of these conclusions, relevant recommendations were made.
African Educational Research Journal, 2020
Prospective teachers’ attitudes and beliefs regarding self-efficacy beliefs become the basis of their attitudes in their professional lives, as they affect their students’ attitudes and self-efficacy. The aim of this study is to determine the primary teacher training students’ attitudes towards mathematics and self-efficacy beliefs regarding teaching math and the relationship among them. The “Relational Scanning Model” is used in the study. Data is collected from 290 students who were studying in the Primary Education Department of 9 Eylül University, Buca Faculty of Education. Mathematics Attitude Scale and Self-efficacy Belief Scale towards Teaching Mathematics are used to gather data. SPSS 22 was used for data analyses. T-test used for identifying significance of differences, and the Pearson correlation coefficient by means of different aspects. Results showed no differences by gender in attitudes towards math and self-efficacy beliefs regarding teaching math of the students who ...
Olumuyi wa S.A, 2019
It has been observed by several authors that students entering teacher education programs have preconceptions about teaching Mathematics based on their prior experiences as students. These experiences as it were create the intending teachers self-efficacy and belief about Mathematics which will eventually have a powerful impact on the practice of teaching, learning and over all achievement of their students in Mathematics. Therefore, this study is aimed at investigating self-efficacy, locus of control, self-assessment of memory ability and study habit as a predictor of pre-service teachers' achievement in Mathematics. The design that was employed in this study is an ex-post facto type. The sample consists of 147 pre-services teachers purposively selected from two colleges of education within Oyo State. Four standardized instrument were used to collect data on Mathematics teaching efficacy belief, locus of control, memory self-efficacy and study habits. The reliability coefficients of each instrument used are stated thus: 0.69, 0.86, 0.90 and 0.88. Three research questions were proposed in the study and the data collected were analyzed with multiple regression. The study revealed that positive significant correlation (.427) exists between achievement in Mathematics and Locus of Control while a negative correlation (.-467) exists between Achievement in Mathematics and Study Habit. Similarly it was observed that no significant correlation exist between self-efficacy, self assessment of memory ability and achievement in Mathematics respectively. Furthermore the regression analysis of the data revealed that the four predictor variables contributed 36.90% to achievement in Mathematics. The analysis of variance also yielded an F-ratio of 20.764 which was significant at 0.05 levels. Hence they are good predictors of achievement in Mathematics. In addition, the study also revealed the relative contributions of each of the independent variables to the prediction of achievement in Mathematics thus; self-efficacy (β=.146), Locus of control (β=.345), Study habit (β=.-458) and each was significant at 0.05 level, while self assessment of memory ability (β=.018) was not significant. Implications for pre-service Mathematics teacher education were also discussed
The purpose of this study was to determine the relationship between students 'academic self-efficacy and performance in mathematics among boys and girls in mathematics in secondary schools. The study had the objective of determining the relationship between academic self-efficacy and performance in mathematics among boys and girls in secondary schools in Yola South local government area of Adamawa State, Nigeria. The target population comprised all 21 public secondary school students in Yola South. The sample was consisting of 380 form three students. Stratified, purposive and random sampling techniques were used to select the sample. A pilot study was carried in one school in order to ascertain the reliability of the research instruments. The questionnaire was found to have a Cronbach's Alpha Coefficient of 0.81 thus it was used without amendments. The literature on self-efficacy was used to check the content validity of the questionnaire items while form three Mathematics syllabus was used to check the content validity of the exam. Data was collected using self-administered questionnaires and a standard modified West African Senior School Examination Certificate (WASSCE) of Secondary Education Mathematics exam that was administered to measure performance in Mathematics. The Study collected quantitative data which was analyzed using descriptive statistics such as percentages and presented in form charts and tables. To test the hypothesis the independent sample test and Pearson product Moment Correlation Coefficient were used. There was a strong positive relation between self-efficacy and performance in Mathematics among boys and girls. The study recommends that efforts should be made to improve the academic self-efficacy in Mathematics for both boys and girls.