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All Journal Research in Social Sciences and Technology JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Mudaly, Vimolan
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Education Mathematics

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Introducing a measure of perceived self-efficacy for proof (PSEP): Evidence of validity Shongwe, Benjamin; Mudaly, Vimolan
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 6 Issue 3 July 2021
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v6i3.14138

Abstract

It is widely recognized that students encounter difficulties with proof across all grades and beyond, yet standardized instruments related specifically to students’ perceived self-efficacy for mathematical proof have not been readily available. The purpose of this study was to develop and investigate preliminary validity evidence for a new instrument for measuring self-efficacy for mathematical proof that can be of importance to the field. The new Perceived Self-Efficacy for Proof (PSEP) questionnaire is a self-administered, 8-item questionnaire that quantifies experimentation, conjecturing, inductive reasoning, justification, and validation. To validate the PSEP, two studies with 260 eleventh grade students—recruited from three Dinaledi schools in EThekwini metropolitan area, South Africa—were conducted. In Study 1 (n=128), face and content validity were evaluated, and an exploratory factor analysis (EFA) was performed. In Study 2 (n=132), a confirmatory factor analysis (CFA) was conducted and external validity was investigated. In both samples, the PSEP was found to possess good internal consistency reliability with relatively high factor loadings on a single component. Although the findings in this report represent preliminary validation evidence, it can be concluded that the PSEP is a valid, reliable and sensitive measure of 11th grade students’ perceptions of their ability to construct a proof and may serve as a meaningful outcome in mathematical proof research and classroom proof education.
Work-Integrated Learning in a Changing Educational Context Mudaly, Vimolan
Research in Social Sciences and Technology Vol 10 No 2 (2025): Research in Social Sciences and Technology
Publisher : Research in Social Sciences and Technology- OpenED Network

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46303/ressat.2025.29

Abstract

Teaching, while acknowledged to be a noble career, can be a very difficult path. Preservice teacher educators are tasked with the immense duty of transforming preservice teachers into pedagogues that could and should make a difference to the lives of those they interact with. As teacher educators, we must strive to create continuing support and shared accountability, so that preservice teachers will be empowered as effective educators to extend themselves to ensure that the learners at schools attain their highest goals. This research looked at the way Work Integrated Learning (WIL) aides in this process. After the necessary ethical issues were addressed and permission obtained to conduct the study, final-year undergrad students, inservice teachers, and staff were encouraged to participate in this interpretative study. They were required to respond to an online questionnaire and a sample of participants was interviewed. The results are not unexpected and reinforce the idea that WIL learning has to adapt to the evolving technological culture that pervades all of society.
Co-Authors Shongwe, Benjamin