Pre-service Mathematics Teachers’ Belief towards Mathematics; A Confirmatory Factor Analysis

Yulia Linguistika, I Gusti Ngurah Darmawan

Abstract


The purpose of the study was to assess the construct validity and reliability of pre-service mathematics teachers’ belief towards mathematics. The analysis of this study started by proposing four alternative models. The alternative models were compared to obtain the best fit model and its validity and reliability were evaluated by looking at the factor loadings and the proportion of variance. Based on the factor loadings, the hierarchical model has moderate standardised structure coefficients from 0.272 to 0.658 which indicates that they have the stronger indication that the factors represent the unobserved construct. However, due to the model fit and the structure coefficients which are close and greater than 0.4, three factors reflecting the Teachers’ Beliefs about Mathematics construct were retained for further investigation.

 


Keywords


pre-service mathematics teachers, belief towards mathematics, confirmatory factor analysis

Full Text:

PDF

References


Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs : Prentice-Hall. http://library.wur.nl/WebQuery/clc/277852

Brown, T. A. (2014). Confirmatory Factor Analysis for Applied Research, Second Edition. Guilford Publications.

Bursal, M., & YiĞÌT, N. (2012). Pre-service Science and Technology Teachers’ Efficacy Beliefs about Information and Communication Technologies (ICT) Usage and Material Design. Educational Sciences: Theory & Practice, 12(2), 1084–1088.

Cattell, R. B. (1966). The Scree Test For The Number Of Factors. Multivariate Behavioral Research, 1(2), 245–276. https://doi.org/10.1207/s15327906mbr0102_10

Doll, W. J., Xia, W., & Torkzadeh, G. (1994). A Confirmatory Factor Analysis of the End-User Computing Satisfaction Instrument. MIS Quarterly, 18(4), 453–461.

Ernest, P. (1989). The Knowledge, Beliefs and Attitudes of the Mathematics Teacher: A model. Journal of Education for Teaching, 15(1), 13–33. https://doi.org/10.1080/0260747890150102

Godino, J. D., Batanero, C., Cañadas, G. R., & Contreras, J. M. (2016). Linking inquiry and transmission in teaching and learning mathematics and experimental sciences. Acta Scientiae, 18(4), Article 4. http://www.periodicos.ulbra.br/index.php/acta/article/view/2546

Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: Guidelines for determining model fit. Articles, 2.

Isikoglu, N., Basturk, R., & Karaca, F. (2009). Assessing in-service teachers’ instructional beliefs about student-centered education: A Turkish perspective. Teaching and Teacher Education, 25(2), 350–356. https://doi.org/10.1016/j.tate.2008.08.004

Kenny, D. A., Kashy, D. A., & Bolger, N. (1998). The handbook of social psychology. McGraw-Hill, Boston. http://davidakenny.net/cm/identify_formal.htm#B3b

Perry, B., Tracey, D., & Howard, P. (1999). Head mathematics teachers’ beliefs about the learning and teaching of mathematics. Mathematics Education Research Journal, 11(1), 39–53. https://doi.org/10.1007/BF03217349

Richardson, V. (1996). The role of attitudes and beliefs in learning to teach. Handbook of Research on Teacher Education, 2, 102–119.

Schreiber, J. B., Nora, A., Stage, F. K., Barlow, E. A., & King, J. (2006). Reporting Structural Equation Modeling and Confirmatory Factor Analysis Results: A Review. The Journal of Educational Research, 99(6), 323–338. https://doi.org/10.3200/JOER.99.6.323-338

Schunk, D. H., & Pajares, F. (2010). Self-Efficacy Beliefs A2—Peterson, Penelope. In E. Baker & B. McGaw (Eds.), International Encyclopedia of Education (Third Edition) (pp. 668–672). Elsevier. http://www.sciencedirect.com/science/article/pii/B9780080448947006205

Thompson, A. G. (1984). The relationship of teachers’ conceptions of mathematics and mathematics teaching to instructional practice. Educational Studies in Mathematics, 15(2), 105–127. https://doi.org/10.1007/BF00305892

Walker, J., & Madden, S. (2008). Factor analysis, path analysis, and structural equation modeling. Statistics in Criminology and Criminal Justice: Analysis and Interpretation, 3rd Edn. USA: Jones & Bartlett Publishers, 325–51.

Wilkins, J. (2008). The relationship among elementary teachers’ content knowledge, attitudes, beliefs, and practices. Journal of Mathematics Teacher Education, 11(2), 139–164. https://doi.org/10.1007/s10857-007-9068-2




DOI: http://dx.doi.org/10.17977/um043v1i1p14-21

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

 

Lisensi Creative Commons

Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-Berbagi Serupa 4.0 Internasional.

                          

Web Analytics Made Easy - StatCounter IRBEJ Stats.