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All Journal Journal of Education and Learning (EduLearn) JRAMathEdu (Journal of Research and Advances in Mathematics Education)
Bal, Ayten Pinar
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Humanities Education Library & Information Science Mathematics Social Sciences Other

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Development of self-efficacy scale of differentiated instruction for teachers Yilmaz, Rumeysa; Bal, Ayten Pinar; Atas, Vildan
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 7 Issue 2 April 2022
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.v7i2.16204

Abstract

The purpose of this research is to develop a scale to determine teachers' self-efficacy levels regarding differentiated instruction. To create the item pool, the first 61 item draft form was prepared. This draft form was submitted to the opinion of experts from different fields and necessary corrections were made. Before starting the analysis process, the data were numbered and transferred to the computer environment. Persons to participate in the study were selected by simple random sampling. The sample of the research consists of 572 teachers. During the analysis of the data, exploratory factor analysis and confirmatory factor analysis were performed. As a result of the exploratory factor analysis, it was seen that the scale consisted of 27 items and six factors. The factors of the scale are named "Teaching Process, Content, Learning Profile, Readiness, Assessment and Learning Environment". The fit indices obtained from the confirmatory analysis showed that the model was sufficient. The Cronbach Alpha internal consistency coefficient of the scale was found to be .92. From these results, it was concluded that the differentiated instruction self-efficacy scale for teachers is a valid and reliable measurement tool.
Investigation of primary school students solving arithmetic verbal problems Bal, Ayten Pınar; Dinç Artut, Perihan
Journal of Education and Learning (EduLearn) Vol 16, No 1: February 2022
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1515.165 KB) | DOI: 10.11591/edulearn.v16i1.20336

Abstract

The study determined the arithmetic verbal problem solving skills of primary school students and to examine them according to grade level and mathematics achievement variables. The study was designed according to the relational survey model, one of the quantitative research methods. The population of the research consists of students studying in public primary schools in the central districts of a large city in the south of Turkey. The sample consisted of 1,865 students determined according to the disproportionate stratified sampling method. The "arithmetic verbal problem test for students" prepared by the researchers was used as a data collection tool. As a result of the research, it was revealed that the students were most successful in the problems of combining and separating with “consequence unknown”, then “with change unknown” and “initial unknown”, but they were less successful in part-whole type problems. Thus, it was concluded that as the mathematics achievement and grade levels of the students increased, their success in solving verbal problems also increased.
Co-Authors Atas, Vildan Dinç Artut, Perihan Yilmaz, Rumeysa