Investigation of Middle School Students’ Math Self-Efficacy Perceptions and Math Problem Posing Attitudes

Abstract

The main purpose of the current study is to investigate middle school students’ math self-efficacy perceptions and math problem posing attitudes. The sample of the study is comprised of 990 fifth, sixth, seventh and eighth grade students attending middle school in the Fethiye district of the city of Muğla. As the data collection tool, the “Math Self-efficacy Perception Scale” and the “Math Problem Posing Attitude Scale” were used. In the analysis of the data collected through the qualitative research method, frequencies, percentages, independent-samples t-test, one-way variance analysis, post-hoc tests (Scheffe and Dunnett’s C) and correlation analysis were used. As a result, it was found that the middle school students’ math self-efficacy perceptions and math problem posing attitudes are over the medium level. The middle school students’ self-efficacy perceptions were found to be varying significantly depending on gender. The middle school students’ problem posing attitudes were found to be varying significantly depending on gender. The math self-efficacy perceptions and math problem posing attitudes of the 5th and 6th grade students were found to be significantly higher than those of the 7th and 8th grade students. A medium, positive and significant correlation was found between the middle school students’ mean math self-efficacy perception score and their mean math problem posing attitude score.

Innate Mathematical Characteristics and Number Sense Competencies of Junior High School Students

“…When combined, approximately 42 percent have no to slight self-efficacy, while only five respondents have complete to extreme selfefficacy. These observations are similar to those found by Görgün and Tican (2020), who reported that middle school students have an average level of math self-efficacy perception. This result is alarming but not new in the Philippine context.…”

“…The result shows that the student's self-efficacy holds their number sense competency. The result supports the findings of Ducay and Alave (2021), Görgün andTican (2020), andMcMillian (2017), who state that middle school learners' self-efficacy impacts their mathematics performance. Teachers should develop a favorable climate for students to grow in understanding and application of numbers by designing instructional materials and activities that promote the development of number sense.…”

“…A notable similarity was highlighted when McMillian (2017) found a very modest positive relationship -but not a statistically significant correlation -between selfefficacy and mathematics performance. Furthermore, Ducay and Alave (2021), Görgün and Tican (2020), Hayat et al (2020), Samavi et al (2017), andVuong et al (2010) reported that self-efficacy is an essential factor in students' academic achievement. This study theorized that self-efficacy influences mathematical number sense competency.…”

Academic motivation, self-esteem and personality factors: A review of effect on mathematics anxiety

“…The results of Ducay and Alave (2021) [30] show that selfefficacy and anxiety are significantly correlated. Gorgun and Tican (2020) [38] assert that middle school students' attitudes about asking questions and assessments of their self-efficacy in arithmetic are greater than the medium of instruction level. Samuel and Leonard (2020) [114] , Ahuja (2013) [3] , Komalavalli (2019) [53] , and Perez (2013) [115] are some of the researchers who have shown that there is a strong positive relationship between mathematical achievement and mathematical self-efficacy.…”

Seki̇zi̇nci̇ Sinif Öğrenci̇leri̇ni̇n Matemati̇k Öz Yeterli̇k Kali̇brasyonlarinin Farkli Deği̇şkenler Açisindan İncelenmesi̇

“…İlgili araştırmalarda ebeveynlerin eğitim durumu ve öğrencilerin sınıf düzeyi değişkenleri açısından daha tutarlı bulguların olduğu görülmektedir. Bu değişkenlere ilişkin yapılan araştırmalara göre ortaokul öğrencilerinin matematik öz yeterlik algıları sınıf düzeyi arttıkça azalmakta (Filiz & Hülya, 2020;Görgün & Tican, 2020;Koç & Arslan, 2017;Sevgi & Zihar, 2020); ebeveynlerin eğitim durumu iyileştikçe artmaktadır (Hacıömeroğlu & Elmalı-Erdem, 2021;Medikoğlu, 2020). Başka bir tutarlı ve önemli bulgu ise ortaokul öğrencilerinin matematik öz yeterlik algıları ile matematik dersine yönelik tutumları ve başarıları arasındaki pozitif ve anlamlı ilişkidir.…”