.png)
.png)
An Assessment of the Psychometric Properties of the Conceptions of Teaching and Learning Questionnaire by Pre-service Mathematics Teachers in South-West, Nigeria
Abstract
This paper reports on the psychometric properties of the Conceptions of Teaching and Learning Questionnaire (TLCQ) developed by Chan and Elliot (2004), based on the responses of 220 pre-service mathematics teachers from five public universities in South-West Nigeria. The term mathematics was introduced into the 30 item-statements, which measured both constructivist and traditional conceptions of teaching and learning, to reflect beliefs specific to mathematics teaching and students’ learning of mathematics. The reliability estimated as internal consistency had a Cronbach alpha of .89 for the constructivist scale, .86 for the traditional scale, and .87 for the entire scale. Findings revealed that Principal components factor analysis with varimax rotation yielded a two-factor solution accounting for 38% of the total variance, interpreted as Constructivist Conceptions and Traditional Conceptions of mathematics teaching and learning; as in the original study and other replicating studies. However, a notable difference was the significant loading of the item statement “learning primarily occurs from drilling and practice” on Constructivist Conceptions for the South West Nigeria, while it loaded on the Traditional Conceptions as reported in the original study in Hong Kong and other replicating studies. It is suggested that pre-service mathematics teachers be exposed to the constructivist teaching practices in the teacher education training programme in Nigeria.
Keywords
Full Text:
PDFReferences
Awofala, A. O. A & Sopekan, O. S. (2013). Recent curriculum reforms in primary and secondary schools in Nigeria in the new millennium, Journal of Education and Practice, 4(5), 98-107.
Awofala, A. O. A, Ola-Oluwa, S. A. & Fatade, A. O. (2012). Teachers’ perception of the new nine-year basic education mathematics curriculum in Nigeria. International Journal of Mathematics Trends and Technology, 3(1), 1-6
Awofala, A. O. A. & Awolola, S. A. (2011a) Coping with new mathematics teacher’s beliefs in a conflicting milieu of curriculum transform. In O.S. Abonyi (Ed.) Proceedings of 52nd Annual Conference of the Science Teachers Association of Nigeria on Reforms in Science, Technology, Engineering and Mathematics (p. 309-315) HEBN Publishers Plc.
Awofala, A. O. A. & Awolola, S. A. (2011b). Curriculum value orientations and reform in the 9-year basic education mathematics curriculum. In O. S. Abonyi (Ed.) Proceedings of 52nd Annual Conference of the Science Teachers Association of Nigeria on Reforms in Science, Technology, Engineering and Mathematics (p. 297-305) HEBN Publishers Plc.
Awofala, A. O. A. (2012a). An analysis of the new 9-year basic education mathematics curriculum in Nigeria in the new millennium. Acta Didactica Napocensia, 5(1), 156-170.
Awofala, A. O. A. (2012b). Development and factorial structure of students’ evaluation of teaching effectiveness scale in mathematics. Cypriot Journal of Educational Sciences, 7(1), 33 – 44.
Awofala, A. O. A., Arigbabu, A. A. & Awofala, A. A. (2013). Effects of framing and team assisted individualised instructional strategies on senior secondary school students’ attitudes toward mathematics. Acta Didactica Napocensia, 6(1), 1 – 22.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Eaglewood Cliffs, NJ: Prentice Hall.
Carmines, E. G. & Zeller, R. A. (1979). Reliability and validity assessment. Beverly Hills, CA: Sage.
Cattell, R. B. (1966). The scree test for the number of factors. Multivariate Behavioral Research, 1, 245–276.
Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50.
Chan, K. (2004). Pre-service teachers’ epistemological beliefs and conceptions about teaching and learning: cultural implications for research in teacher education. Australian Journal of Teacher Education, 29(1), http://dx.doi.org/10.14221/ajte.2004v29n1.
Chan, K. W & Elliot, R. G. (2004a). Exploratory study of Hong Kong teacher education students’ epistemological beliefs: Cultural perspectives and implications on beliefs research. Contemporary Educational Psychology, 27, 392-414.
Chan, K. W & Elliot, R. G. (2004b). Relational analysis of personal epistemology and conceptions about teaching and learning. Teaching and Teacher Education, 20, 817-831.
Curtis, W. J., & Singh, N. N. (1997). The psychometric characteristics of the Henderson environmental learning process scale. Educational and Psychological Measurement, 57, 280-291. doi: 10.1177/0013164497057002007.
Horn, J. L. (1965). A rationale and test for the number of factors in factor analysis. Psychometrika, 30, 170-185.
Kaiser, H. F. (1960). The application of electronic computers to factor analysis. Educational and Psychological Measurement, 20, 141-151. doi: 10.1177/001316446002000116.
Kennedy, M. M. (1999). The role of pre-service teacher education. In L. Darling-Hammond, & G. Sykes, Teaching as the learning profession: Handbook of teaching and policy (pp. 54-86). San Francisco: Jossey Bass.
Lee, J., Zhang, Z., Song, H., & Huang, X. (2013). Effects of epistemological and pedagogical beliefs on the instructional practices of teachers: A Chinese perspective. Australian Journal of Teacher Education, 38(12), 120-146.
Lortie, D. C. (1975). Schoolteacher: A sociological study. Chicago: University of Chicago Press.
Msendekwa, M. B. (2015). Epistemological and pedagogical beliefs of pre-service and in-service teachers in a Tanzanian context. Unpublished Doctoral thesis in Education Dissertations. Seattle Pacific University.
National Council of Teachers of Mathematics. (2000). Principles and standards for school mathematics. Reston, VA: Author.
OECD. (2009). Teaching practices, teachers’ beliefs and attitudes. Creating effective teaching and learning environments: First results from TALIS.
Olosunde, G. R., & Akinpelu, S. O. (2012). Classrom Phisical Environment, Teaching Materials, Teachers' Technical Skills and Learning Outcomes in Secondary School Mathematics in Nigeria. European Journal of Humanities and Social Science, 16(1&2), 821-830.
Onwuka, P. I. (2015). Effects of constructivist - based instructional strategy on students' learning outcome in mathematics. ABACUS: The Journal of Mathematical Association of Nigeria, 40(1), 310-316.
Pintrich, P. R. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology, 82(1), 33-40.
Stuart, C. & Thurlow, D. (2000). Making it their own: Pre-service teachers’ experiences, beliefs, and classroom practices. Journal of Teacher Education, 51(2), 113-121.
Tabachnick, B. G. & Fidell, L. S. (2007). Using multivariate statistics. 5th edition. Boston, MA, Allyn & Bacon.
Usman, M. A., & Musa, D. C. (2015). Effect of inquiry teaching method on students' achievement in algebra in Bauchi LGA of Bauchi state, Nigeria. ABACUS: The Journal of Mathematical Association of Nigeria, 40(1), 70-76.
Westbrook, J., Durrani, N., Brown, R., Orr, D., Pryor, J., Boddy, J., & Salvi, F. (2013). Pedagogy, curriculum, teaching practices and teacher education in developing countries: final report. Education Rigorous Literature Review. London: EPPI-Centre, Social Science Research Unit, Institute of Education, University of London.
Wheeler, D. L. (2007). The development and construct validation of epistemological beliefs survey for mathematics. Retrieved from ResearchGate: http://www.researchgate.net/publication/34172938, July 5, 2018.
Yilmaz, H., & Sahin, S. (2011). Pre-service teachers’ epistemological beliefs and conceptions of teaching. Australian Journal of Teacher Education, 36(1), 73-88
DOI: https://doi.org/10.20961/ijpte.v3i2.33264
Refbacks
- There are currently no refbacks.
Copyright (c) 2019 ADENEYE OLAREWAJU AWOFALA, ABISOLA OLUSOLA LAWANI, CHIDINMA O ORAEGBUNAM
This work is licensed under a Creative Commons Attribution 4.0 International License.
|
