The Relationship between Elementary Students' Self Efficacy towards Scienece Course and Science achievemnt in an Active Learning Environment

Author(s):

Meryem Nur Aydede

Conference:

ECER 2010

Network:

11. Educational Effectiveness and Quality Assurance

Format:

Paper

Session Information

11 SES 07 A, Students' Active Involvement for Effective Education.

Paper Session

Time:

2010-08-26

15:30-17:00

Room:

U40 SALI 9, Metsätalo

Chair:

Rita Birzina

Contribution

Pupose

The purpose of this study was to investigate the relationship between elementary student’ self efficacy towards science course and science achievement in an active learning environment.

Participants

The information about the success level of those schools was taken from the Izmir Education Management. All the primary schools’ success level averages are taken and then the schools which have the highest and the lowest success level average are eliminated. At the end, the only one is chosen by drawing lots out of the whole.

The participants are 8^th grade students from a public school in İzmir, Turkey. Among the 3 sixth grade classes, two classes having equal performance grading based on previous year science and technology course and pre-test results were chosen randomly. After choosing the two classes, they were randomly assigned to the experimental (n = 30) and the control group (n = 34).

Method

Method The pre-test and post-test quasi-experimental design was used in 2008-2009 academic year, in Turkey. The students in the experimental group were instructed by the active learning based activities. Data collection tools In the study, self efficacy scale and achievement test were used as the means of collecting data tools. The self efficacy scale which was developed by Tatar at all. (2009) was used in order to determine students’ self efficacy toward science course. This scale is composed of 18 items, cronbach alpha value of the scale is .93. It has mainly three factors. The factors are named as the following: ‘Confidence in Science and Technology Ability’ (15 items, α=.93) ‘Confidence in Performing Science and Technology Tasks’ (2 items, α=.80) ‘Coping with Difficulties in Science and Technology’(6 items, α=.75). The achievement test was developed by the researcher. The scale has 59 items and KR value of the scale is .95.

Expected Outcomes

Data Analysis Correlation analyses were conducted to examine the relationship between students' self-efficacy towards science course and science achievement in an active learning environment. For the analysis of the data, SPSS statistical software was used. 0.05 meaningfulness level was taken into consideration during the data analysis. Findings To understand the relationship betveen students’ “Views about Self Efficacy Scale” and science achievement test Correlation analyses method was used. Acording to the results of correlation analyses of “Views about Self Efficacy Scale” and achievement test after the instruction there was a positive and weak (r=.032) relationship between elementary students’ self efficacy towards science course and knowledge level of science achievement, there was a positive and middle relationship (r=.30) between elementary students’ self efficacy towards science course and comprehensive level of science achievement and there was a positive and middle relationship (r=.39) between elementary students’ self efficacy towards science course and comprehensive level of science achievement in an active learning environment

References

Author Information

Meryem Nur Aydede

Nigde University

Science Education

Nigde

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