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. |
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dc.language.iso |
eng |
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dc.publisher |
Tamer Kutluca |
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dc.relation.isversionof |
10.31458/iejes.1355282 |
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dc.rights |
info:eu-repo/semantics/openAccess |
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dc.subject |
Educational technology self-efficacy |
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dc.subject |
E-learning styles |
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dc.subject |
Pre-service teacher |
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dc.subject |
Problem-solving skill |
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dc.title |
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.type |
article |
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dc.relation.journal |
International e-Journal of Educational Studies |
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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 |
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dc.identifier.startpage |
157 |
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dc.identifier.endpage |
174 |
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