Using Mathematics in Teaching Science
Self-efficacy Scale – UMSSS: A Validity
and Reliability Study

Bilge Taşkın Can; Berna Cantürk Günhan; Sevinç Öngel Erdal

doi:10.12973/eurasia.2012.845a

Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study

Full Text (PDF)

Bilge Taşkın Can ¹ ^* , Berna Cantürk Günhan ², Sevinç Öngel Erdal ³

More Detail

¹ Pamukkale Üniversitesi, Denizli, TURKEY² Dokuz Eylül Üniversitesi, İzmir, TURKEY³ Ohio State University, Columbus, USA^* Corresponding Author

Abstract

In this study, an instrument, Using Mathematics in Science Self-efficacy Scale (UMSSS), was developed in order to determine preservice science teachers’ self-efficacy toward the use of mathematics in their lessons. Data gathered from 250 preservice science teachers were used for Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). The factor analysis revealed 3 factors: Self Perception of Mathematics (SPM), Utilization of Mathematics (UM), and Mathematical Skills (MS). The cronbach alpha coefficient for the overall instrument was computed 0.88. The analyses resulted in the development of a three-factor scale of 18 items that was shown to be valid and reliable. At the same time, this instrument is also the first original instrument developed for determining the preservice science teachers’ self-efficacies toward the use of mathematics in their lessons.

Keywords

self-efficacy beliefs
science
teacher education
mathematics

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article

EURASIA J Math Sci Tech Ed, 2012, Volume 8, Issue 4, 269-281

https://doi.org/10.12973/eurasia.2012.845a

Publication date: 12 Jan 2012

Article Views: 1710

Article Downloads: 814

Open Access References How to cite this article

References

Bandura, A. (1997). Self-efficacy: The exercise of control. New York: W. H. Freeman and Company.
Basista, B., & Mathews, S. (2002). Integrated science and mathematics Professional development programs. School Science And Mathematics, 102(7), 359–370.
Basson, I. (2002). Physics and mathematics as interrelated fields of thought development using acceleration as an example, International Journal of Mathematical Education in Science and Technology, 33(5), 679 – 690.
Bates, A. B., Latham, N., & Kim, J. (2011). Linking preservice teachers’ mathematics self-efficacy and mathematics teaching efficacy to their mathematical performance. School Science and Mathematics, 111(7), 325-333.
Berlin, D.F., & White, A.L. (2010). Preservıce mathematics and science teachers in an integrated teacher preparation program for grades 7–12: a 3-year study of attitudes and perceptions related to integration. International Journal of Science and Mathematics Education, 8, 97-115.
Betz, N. E. & Hackett, G. (1983). The relationship of mathematics self-efficacy expectations to the selection of science-based college majors. Journal of Vocational Behavior, 23, 329-345.
Britner, S.L. (2008). Motivation in high school science students: A comparison of gender differences in life, physical and earth science classes. Journal of Research in Science Teaching, 45, 955-970.
Brody, C. M. & Davidson, N. (1998). Professional development for cooperative learning: Issues and approaches. New York: NY: State University of New York Press.
Bryan, R. R., Glynn, S. M., & Kittleson, J. M. (2011). Motivation, achievement, and advanced placement intent of high school students learning science. Science Education, 14, 1047-1065.
Bursal, M., & Paznokas, L. (2006). Mathematics anxiety and preservice elementary teachers’ confidence to teach mathematics and science. School Science and Mathematics, 106, 173–180.
Büyüköztürk, Ş. (2006). Sosyal bilimler için veri analizi el kitabı. PegemA Yayınları, Ankara.
Byrne, B.M. (1998). Structural equation modeling with LISREL, PRELIS and SIMPLIS: Basic concepts, applications and programming. Mahwah, New Jersey: Lawrence Erlbaum Associates.
Çokluk, Ö., Şekercioğlu, G., & Büyüköztürk, Ş. (2010). Sosyal Bilimler için çok değişkenli İstatistik SPSS ve Lisrel uygulamaları. Ankara: Pegem Yayıncılık.
Dornyei, Z. (2009). Motivation and motivating in the foreign language classroom. The Modern Language Journal, 78, 273-284.
Enochs, L. G., & Riggs, I. M. (1990). Further development of an elementary science teaching efficacy belief instrument: A preservice elementary scale. School Science and Mathematics, 90, 695-706.
Enochs, L. G., Smith, P. L., & Huinker, D. (2000). Establishing factorial validity of the mathematics teaching efficacy beliefs instrument. School Science and Mathematics, 100, 194-202.
Erktin, E., & Ader, E. (2004). Sınavda öğrencilerin başarısını neler etkiliyor? (What effects student achievement in examinations?) Cumhuriyet Gazetesi, 894, 21.
Friend, H. (1985). The effect of science and mathematics integration on selected seventh grade students’ attitudes toward and achievement in science. School Science and Mathematics, 85, 453-461.
Frykholm, J., & Glasson, G. (2005). Connecting science and mathematics instruction: pedegogical context knowlege for teachers. School Science and Mathematics, 105(3), 127– 141.
Furner, J. M., & Kumar, D. D. (2007). The mathematics and science integration argument: a stand for teacher education. Eurasia Journal of Mathematics, Science & Technology Education, 3(3), 185-189.
Gürdal, A. (1997). Sınıf öğretmenliği öğrencilerinin fene karşı tutumları ve fen öğretiminde entegrasyonun önemi. Marmara Universitesi Atatürk Eğitim Fakültesi Eğitim Bilimleri Dergisi, 9, 237-253.
Guskey, T. (1981). Measurement of responsibility teachers assume for academic successes and failures in the classroom. Journal of Teacher Education, 32, 44-51.
Guskey, T. R., & Passaro, P. D. (1994). Teacher efficacy: a study of construct dimensions. American Educational Research Journal, 31, 627-643.
Heneman, H. G., Kimball, S., & Milanowski, A. (2007). The teacher sense of efficacy scale: validation evidence and behavioral prediction. WCER Working Paper No. 2006- 7.
Hill, H., Rowan, B., & Ball, D. L. (2005). Effects of teachers’ mathematical knowledge for teaching on student achievement. American Educational Research Journal, 42(2), 371 – 406.
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, 276-283.
Hu, L.T., & Bentler, P.M. (1999). Cut off criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural Equation Modeling, 6(1), 1-55.
Huang, S. C., & Chang, S. F. (1998). Self-efficacy in learners of English as a second language: Four examples. Journal of Intensive English Studies, 12, 23-40.
Huntley, M. A. (1998). Design and implementation of a framework for defining integrated mathematics and science education. School Science and Mathematics, 98, 320- 327.
Kahle, D. K. B. (2008). How elementary school teachers’ mathematical self-efficacy and mathematics teaching self-efficacy relate to conceptually and procedurally oriented teaching practices. (Doctoral dissertation). Retrieved from Proquest. (1555882761).
Kan, A. (2009). Ölçme sonuçları üzerinde istatistiksel işlemler (Statistical processes on the results of measurement). H. Atılgan (Ed.), Eğitimde Ölçme ve Değerlendirme (pp. 397- 456). Ankara: Anı Publications.
Karaarslan, G. & Sungur, S. (2011). Elementary students‟ self-efficacy beliefs in science: Role of grade level, gender, and socio-economic status. Science Education International, 22, 1, 72-79.
Kıray, S. A. (2010). İlköğretim ikinci kademede uygulanan fen ve matematik entegrasyonunun etkililiği.Hacettepe Üniversitesi Sosyal Bilimler Enstitüsü İlköğretim Anabilimdalı. Ankara
Klassen, R. M., Bong, M., Usher, E. L., Chong, W. H., Huan, V. S., Wong, I. Y. R., & Georgiou, T. (2009). Exploring the validity of a teachers’ self-efficacy scale in five countries. Contemporary Educational Psychology, 34, 67-76, doi: 10.1016/j.cedpsych.2008.08.001.
Koballa, T. R. Jr., & Bethel, L. J. (1984). Integration of science and other school subjects. In D. Holdzkom & P. B. Lutz (Eds.) Research Within Reach: Science Education (pp 79-107). Washington DC: National Science Teacher Association.
Koballa, T. R., & Crawley, F. E. (1985). The influence of attitude on science teaching and learning. School Science and Mathematics, 85, 222-232.
Kranzler, J. H., & Pajares, F. (1997). An exploratory factor analysis of the mathematics self-efficacy scale revised. Measurement and Evaluation in Counseling and Development, 29, 215-228.
Meisel, E. M. (2005). A study of the continuum of integration of mathematics content with science concepts at the middle school level in the west virginia. Department of Educational Theory and Practice, Morgantown West Virginia.
Newton, K., J., Leonard, J., Evans, B., R., & Eastburn, J., A. (2012). Preservice elementary teachers’ mathematics content knowledge and teacher efficacy. School Science and Mathematics, 112(5), 289-299.
National Research Council [NRC]. (1996). National science education standards. Washington, DC: National Academy Press.
Pajares, F. (2002). Overview of social cognitive theory and of self-efficacy. Retrieved April 15, 2004 from http://www.emory.edu/EDUCATION/mfp/eff.htm
Pajares, F. (2003). Self-efficacy beliefs, motivation, and achievement in writing: A review of the literature. Reading and Writing Quarterly, 19, 139–158
Pallant, J. (2001). Spss survival manual. a step-by-step guide to data analysis using spss for windows. Philadelphia, PA: Open University Press.
Richardson, G.M., Ling, L.L. (2008). The use of inquiry in the development of reservice teacher efficacy in mathematics and science. Journal of Elementary Science Education, 20, 1-15.
Riggs, I. M. & Enochs, L. G. (1990). Toward the development of an elementary teacher’s science teaching efficacy belief instrument. Science Education, 74(6), 625 – 637. doi: 10.1002/sce.3730740605
Roebuck, K., & Warden, M. A. (1998). Searching for the center on the mathematics-science continuum. School Science and Mathematics, 98, 328-333.
Schunk, D. H. & Zimmerman, B.J. (2008). Motivation and selfregulated learning: theory, research, and applications (1st ed.) Lawrence Erlbaum Associates, New York.
Şimşek, Ö. F. (2007). Yapısal eşitlik modellemesine giriş temel ilkeler ve lisrel uygulamaları. Ankara: Ekinoks.
Swackhamer, L. E. (2010). Measuring mathematics specific teacher efficacy: Can a global instrument produce valid results? Paper presented at the 2010 American Educational Research Association Annual Meeting, Denver, CO.
Swars, S. L, Daane, C. J., & Giesen, J. (2006). Mathematics anxiety and mathematics teacher efficacy: What is the relationship in elementary preservice teachers? School Science and Mathematics, 106, 306–315.
Swars, S., Hart, L., Smith, S., Smith, M. & Tolar, T. (2007). A longitudinal study of elementary pre-service teachers’ mathematics beliefs and content knowledge. School Science and Mathematics, 107(8), 325 – 335.
Tavşancıl, E. (2005). Tutumların ölçülmesi ve SPSS ile veri analizi. Ankara: Nobel Yayıncılık.
Tosun, T. (2000). The beliefs of preservice elemantary teachers toward science and science education. School Science and Mathematics, 100, 374-379.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2001). Teacher efficacy: Capturing elusive construct. Teaching and Teacher Education, 17, 783-805.
Tschannen-Moran, M., & Woolfolk Hoy, A. (2007). The differential antecedents of selfefficacy beliefs of novice and experienced teachers. Teaching and Teacher Education, 23, 944- 956.
Ward, E. K. (2009). Latent Transition Analysis of Preservice Teachers’ Efficacy in Mathematics and Science. University of North Texas.
Yilmaz-Tuzun, O. & Topcu, M. S. (2008). Relationships among preservice science teachers’ epistemological beliefs, epistemological world views, and self-efficacy beliefs. International Journal of Science Education, 30(1), 65 – 85.
Zengin, U. (2003). İlköğretim Öğretmenlerinin Özyeterlik Algıları ve Sınıf İçi İletişim Örüntüleri. D.E.Ü. Eğitim Bilimleri Enstitüsü Yayımlanmamış Yüksek Lisans Tezi, İzmir.

How to cite this article

APA

Can, B. T., Günhan, B. C., & Erdal, S. Ö. (2012). Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), 269-281. https://doi.org/10.12973/eurasia.2012.845a

Vancouver

Can BT, Günhan BC, Erdal SÖ. Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study. EURASIA J Math Sci Tech Ed. 2012;8(4):269-81. https://doi.org/10.12973/eurasia.2012.845a

AMA

Can BT, Günhan BC, Erdal SÖ. Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study. EURASIA J Math Sci Tech Ed. 2012;8(4), 269-281. https://doi.org/10.12973/eurasia.2012.845a

Chicago

Can, Bilge Taşkın, Berna Cantürk Günhan, and Sevinç Öngel Erdal. "Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study". Eurasia Journal of Mathematics, Science and Technology Education 2012 8 no. 4 (2012): 269-281. https://doi.org/10.12973/eurasia.2012.845a

Harvard

Can, B. T., Günhan, B. C., and Erdal, S. Ö. (2012). Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study. Eurasia Journal of Mathematics, Science and Technology Education, 8(4), pp. 269-281. https://doi.org/10.12973/eurasia.2012.845a

MLA

Can, Bilge Taşkın et al. "Using Mathematics in Teaching Science Self-efficacy Scale – UMSSS: A Validity and Reliability Study". Eurasia Journal of Mathematics, Science and Technology Education, vol. 8, no. 4, 2012, pp. 269-281. https://doi.org/10.12973/eurasia.2012.845a