Investigation of the relationships between e-learning styles, educational technology self-efficacy perceptions and problem-solving skills of preservice elementary mathematics teachers'

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dc.contributor.author Kaya, Deniz
dc.contributor.author Kutluca, Tamer
dc.contributor.author Dağhan, Gökhan
dc.date.accessioned 2024-08-01T12:40:08Z
dc.date.available 2024-08-01T12:40:08Z
dc.date.issued 2024-07-30
dc.identifier.citation Kaya, D., Kutluca, T., & Dağhan, G. (2024). Investigation of the relationships between e-learning styles, educational technology self-efficacy perceptions and problem-solving skills of pre-service elementary mathematics teachers'. International e-Journal of Educational Studies, 8(17), 157-174. https://doi.org/10.31458/iejes.1355282 tr_TR
dc.identifier.issn 2602-4241
dc.identifier.uri http://hdl.handle.net/20.500.11787/8570
dc.description.abstract This study aims to determine the relationship between pre-service elementary mathematics teachers' e-learning styles, educational technology self-efficacy perceptions, and problem-solving skills. The sample of the study, in which the relational screening model was used, consists of 150 pre-service teachers studying in a state university's elementary mathematics teaching department. Of the participants, 68% (n=102) were female and 32% (n=48) were male. Data collection tools, e-learning styles, education technology self-efficacy, and measurement tools consisting of non-routine problems were used to determine problem-solving skills and an information form. Pearson product-moment correlation technique and multiple linear regression analysis were used to analyze the data set. According to the study's findings, significant relationships were determined between the sub-dimensions of e-learning styles, education technology selfefficacy, and problem-solving skills. Predictive variables consisting of sub-dimensions of e-learning styles and education technology self-efficacy explained 36% of the variance of the problem-solving skill. At the same time, audio-visual learning, verbal learning, active learning, logical learning, modeling digital-age work and learning, designing and developing digital-age learning experiences and assessments, and engaging in professional growth and leadership variables were effective in problem-solving. Finally, according to the findings, some suggestions are presented. tr_TR
dc.language.iso eng tr_TR
dc.publisher Tamer Kutluca tr_TR
dc.relation.isversionof 10.31458/iejes.1355282 tr_TR
dc.rights info:eu-repo/semantics/openAccess tr_TR
dc.subject Educational technology self-efficacy tr_TR
dc.subject E-learning styles tr_TR
dc.subject Pre-service teacher tr_TR
dc.subject Problem-solving skill tr_TR
dc.title Investigation of the relationships between e-learning styles, educational technology self-efficacy perceptions and problem-solving skills of preservice elementary mathematics teachers' tr_TR
dc.type article tr_TR
dc.relation.journal International e-Journal of Educational Studies tr_TR
dc.contributor.department Nevşehir Hacı Bektaş Veli Üniversitesi, eğitim fakültesi, matematik ve fen bilimleri eğitimi bölümü tr_TR
dc.contributor.authorID 262266 tr_TR
dc.identifier.volume 8 tr_TR
dc.identifier.issue 17 tr_TR
dc.identifier.startpage 157 tr_TR
dc.identifier.endpage 174 tr_TR


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