Pre-Service Early Grade Teachers Attitude Towards Mathematics in Ghana

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10498100" target="_blank" >RIV/00216208:11410/24:10498100 - isvavai.cz</a>

Výsledek na webu

<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=GbGpQSUt4f" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=GbGpQSUt4f</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.24917/20809751.16.1" target="_blank" >10.24917/20809751.16.1</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Pre-Service Early Grade Teachers Attitude Towards Mathematics in Ghana

Popis výsledku v původním jazyce

This study assessed the reliability of the Attitudes Towards Mathematics Inventory (ATMI) among first-year pre-service early-grade teachers from two Colleges of Education in Ghana. The research involved data collection, instrument adaptation, and statistical analysis. The ATMI, originally consisting of 40 items on a 5-point Likert scale, was used. However, the Likert scale was modified to a 4-point version by eliminating the neutral point. A total of 172 participants took part in the study, and the items demonstrated good internal consistency, with Cronbach&apos;s alpha exceeding 0.70, indicating the reliability of the ATMI for use in the Ghanaian context. The study also employed Exploratory Factor Analysis (EFA) to analyse the ATMI data effectively and identified 28 out of the 40 items. These 28 items were organised into four unique factors: enjoyment, confidence, the usefulness of mathematics, and parent/teacher expectations of mathematics influencing self-efficacy in mathematics among pre-service early-grade teachers.

Název v anglickém jazyce

Pre-Service Early Grade Teachers Attitude Towards Mathematics in Ghana

Popis výsledku anglicky

This study assessed the reliability of the Attitudes Towards Mathematics Inventory (ATMI) among first-year pre-service early-grade teachers from two Colleges of Education in Ghana. The research involved data collection, instrument adaptation, and statistical analysis. The ATMI, originally consisting of 40 items on a 5-point Likert scale, was used. However, the Likert scale was modified to a 4-point version by eliminating the neutral point. A total of 172 participants took part in the study, and the items demonstrated good internal consistency, with Cronbach&apos;s alpha exceeding 0.70, indicating the reliability of the ATMI for use in the Ghanaian context. The study also employed Exploratory Factor Analysis (EFA) to analyse the ATMI data effectively and identified 28 out of the 40 items. These 28 items were organised into four unique factors: enjoyment, confidence, the usefulness of mathematics, and parent/teacher expectations of mathematics influencing self-efficacy in mathematics among pre-service early-grade teachers.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

50301 - Education, general; including training, pedagogy, didactics [and education systems]

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2024

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

Annales Universitatis Paedagogicae Cracoviensis. Studia ad Didacticam Mathematicae Pertinentia

ISSN

2080-9751

e-ISSN

2450-341X

Svazek periodika

16

Číslo periodika v rámci svazku

Neuveden

Stát vydavatele periodika

PL - Polská republika

Počet stran výsledku

17

Strana od-do

5-21

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-105003464078