Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry

Kandil, Semanur; Işıksal-Bostan, Mine

doi:10.1080/0020739x.2018.1527407

Cited by 23 publications

(28 citation statements)

References 23 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Informants experience gives them confidence in writing important information, predicting completion steps, and selecting a more systematic settlement method. These findings support previous studies, which found that experience is one of the factors that influence a person's sense of self-efficacy (Al Sultan, 2020;Bandura, 1995;Gao, 2020;Kandil & Işıksal-Bostan, 2018;Sadi & Dağyar, 2015;Šorgo et al, 2017).…”

Section: Discussionsupporting

confidence: 91%

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Subekti¹,

Sukestiyarno²,

Wardono³

et al. 2022

EUROPEAN J ED RES

View full text Add to dashboard Cite

<p style="text-align: justify;">Numerical thinking is needed to recognize, interpret, determine patterns, and solve problems that contain the context of life. Self-efficacy is one aspect that supports the numerical thinking process. This study aims to obtain a numerical thinking profile of Mathematics pre-service teachers based on self-efficacy. This study used descriptive qualitative method. The data obtained were based on the results of questionnaires, tests, and interviews. The results of the self-efficacy questionnaire were analyzed and categorized (high, moderate, and low). Two informants took each category. The results showed the following: informants in the high self-efficacy category tend to be able to interpret information, communicate information, and solve problems with systematic steps. Informants in the moderate self-efficacy category tend to be able to interpret and communicate information, but tend to be hesitant in choosing the sequence of problem-solving steps. Meanwhile, informants in the low self-efficacy category tend not to be able to fully interpret the information. As a result, the process of communicating information and solving problems goes wrong. Another aspect found in this study is the need for experience optimization, a good understanding of mathematical content, and reasoning in the numerical thinking process.</p>

show abstract

Section: Discussionsupporting

confidence: 91%

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Subekti¹,

Sukestiyarno²,

Wardono³

et al. 2022

EUROPEAN J ED RES

View full text Add to dashboard Cite

show abstract

“…The motivation was found to be one of the key features that were closely related to interest, and as such, it is essential to focus on how it relates to and enhance self-efficacy in Geometry [15,16]. Kandil and Işıksal-Bostan [17] pointed out that when students feel their teachers like them, they tend to experience greater school engagement and perform better academically. On the other hand, it is argued that in Taiwan students have a lower interest in learning Mathematics particularly low-achieving students [18].…”

Section: Student Interest In Geometrymentioning

confidence: 99%

Students' Interest in Understanding Geometry in South African High Schools

Mamiala¹,

Mji²,

Simelane-Mnisi³

2021

ujer

View full text Add to dashboard Cite

The major contributors of challenges with teaching and learning of Euclidean Geometry relate to teaching pedagogy, teaching methodologies, students' lack of interest in Geometry, lack of understanding of many geometric concepts and lack of use of technology. The performance of students in high school Geometry, Grade 10-12, is poor. Students with high self-efficacy that is linked to interest, are more likely to make efforts to complete a task and persist longer in those efforts. The purpose of this paper was to investigate students' interest in understanding Geometry in high school Further Education and Training phase. Participants were 390 Grade 10-12 Mathematics students from Mpumalanga and North West in South Africa. A mixed-methods approach was utilized following the convergent parallel sequential design. Qualitative data were collected through the survey questionnaire, with open-ended and closed-ended questions to determine students' interest in Geometry. Atlas ti was used to analyse qualitative data. The quantitative aspects were analysed with SPSS. It was found that students indicated that the teachers continue to teach even if they do not understand. The results also showed that more than half (57.1%) of the students felt calm and relaxed when they were attempting Geometry problems. About 60% of the students were confident enough to take Mathematics at high school level, which included Geometry. It is recommended that teachers take into consideration the students' interests when planning and preparing Geometry lessons.

show abstract

“…Students have a good category of selfefficacy when applying inquiry-based learning (Jumroh et al, 2018). Inquiry-based learning is effective on students' self-efficacy in learning geometry (Kandil & Işıksal-Bostan, 2019). In addition, inquiry-based learning is effective on the self-efficacy of high school students (Sulistiyo & Wijaya, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of The Implementation of Guided Inquiry-Based Worksheet on The Empire Ability and Self-Efficacy of High School Students

Raharjo¹,

Sulistyani

2022

PRISMA

View full text Add to dashboard Cite

The purpose of this research is to investigate the effect of implementing guided inquiry-based worksheets on (1) empirical abstraction ability and (2) students' self-efficacy separately. This research is a quasi-experimental research with a nonequivalent control group design type with a sample of 33 students as the experimental class and 32 students as the control class. The data were obtained through the provision of tests and the distribution of questionnaires before and after treatment. The results of the tests and questionnaires were analyzed using assumption tests (normality and homogeneity) before and after learning and hypothesis testing of the difference in the mean of the two populations. The results of the homogeneity test both before and after learning were obtained that the variance of the two classes was homogeneous, both in the questionnaire and test data. The normality test of the self-efficacy questionnaire before and after learning showed a normal distribution of data. The results of the pretest showed that both data were normally distributed, however in the posttest the data were not normally distributed. The self-efficacy data were analyzed using the t-test, while the empirical abstraction data were analyzed using the Mann-Whitney test. The results obtained in this study were (1) the use of guided inquiry-based worksheets had a significant positive effect on students' empirical abstraction abilities. (2) The use of guided inquiry worksheets also has a significant positive effect on students' self-efficacy.

show abstract

Effect of inquiry-based instruction enriched with origami activities on achievement, and self-efficacy in geometry

Cited by 23 publications

References 23 publications

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Mathematics Pre-Service Teachers’ Numerical Thinking Profiles

Students' Interest in Understanding Geometry in South African High Schools

The Effect of The Implementation of Guided Inquiry-Based Worksheet on The Empire Ability and Self-Efficacy of High School Students

Contact Info

Product

Resources

About