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Mediating effect of self-efficacy on the relationship between instruction and students' mathematical reasoning
By Mukuka A.
Literature is well-stocked with studies confirming that an instructional approach, self-efficacy, and mathematical reasoning skills are critical for enhancing students' conceptual understanding and achievement in mathematics. However, there has been little emphasis on establishing whether being able to reason mathematically depends only on the instructional approach or students' self-efficacy beliefs about mathematics also play a hidden role. A quasi-experimental study involving 301 grade 11 students from six public secondary schools in one district was carried out to investigate the mediating effect of self-efficacy on the relationship between instruction and students' mathematical reasoning. Participants of the study were selected using the cluster random sampling method. Data were collected before and after the intervention via a mathematical reasoning test and a mathematics self-efficacy beliefs questionnaire. A Parallel Multiple Mediator Model in SPSS using the PROCESS custom dialogue version 3.4 was employed for data analysis. Findings suggest that mathematics self-efficacy and task-specific self-efficacy beliefs collectively and significantly mediate the effect of the instructional approach on students' mathematical reasoning. The Student Teams-Achievement Division (STAD) was found to be an effective approach for enhancing students' mathematical reasoning alongside self-efficacy beliefs. These findings provide evidence on the need to select an instructional approach that does not only focus on developing students' cognitive abilities such as mathematical reasoning but also fosters students' affective attributes such as maths self-efficacy beliefs. © 2021 Sriwijaya University. All rights reserved.
Building mathematics teachers’ tpack through collaborative lesson design activities
By Njiku J.
Developing teachers’ competencies in technology integration has recently been one of the areas of attention in teacher training. This paper presents an investigation of the development of mathematics teachers’ technological pedagogical content knowledge (TPACK) through collaborative lesson design activities. The study employed a pre and post-test for non-equivalent groups quasi-experiment with three groups. Participants were secondary school mathematics teachers from Dar es Salaam-Tanzania who responded to a TPACK questionnaire before and after the intervention. Group 1 participated in collaborative lesson design teams to integrate technology and implemented the designed lesson in the classroom. Group 2 participated in lesson planning and implementation and group 3 operated conventionally. Using paired sample t-test, although all groups appear to have improved their TPACK significantly, the effect size was large for group 1 and group 2 only. When the comparison between groups and across the two points of time for data collection was done using the split-plot analysis of variance, it was found that group 1 improved the most in TPACK. These finding favoured the use of collaborative lesson designs in school-based teacher design teams. The study recommends that professional development needs to be authentic by involving teachers in routine professional activities, optimizing their peer teams to support each other within the real school contexts. © 2021 by the authors; licensee CEDTECH by Bastas.
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