|
Volume : III, Issue : V, June - 2013 EXAMINING THE EFFECT OF TEACHING PRACTICE ON PRESERVICE BASIC SCIENCE TEACHERS' SCIENCE TEACHING EFFICACY BELIEFS LOVE M. NNEJI Published By : Laxmi Book Publication Abstract : This study investigated the effect of the teaching practice on science teaching
efficacy beliefs among 340 Nigerian preservice basic science teachers from three
different universities within the blueprint of one-group pre-treatment, post-treatment
quasi-experimental research design. In this study, Science Teaching Efficacy Beliefs
Instrument (STEBI-B) was used to collect data. Results of the study indicated that the
preservice basic science teachers had high self-efficacy beliefs regarding science
teaching. More so, teaching practice did have significant effect on preservice basic
science teachers' science teaching efficacy beliefs although gender had no significant
effect on preservice basic science teachers' science teaching efficacy beliefs. Keywords : Article : Cite This Article : LOVE M. NNEJI, (2013). EXAMINING THE EFFECT OF TEACHING PRACTICE ON PRESERVICE BASIC SCIENCE TEACHERS' SCIENCE TEACHING EFFICACY BELIEFS. Indian Streams Research Journal, Vol. III, Issue. V, http://oldisrj.lbp.world/UploadedData/2637.pdf References : - Akinsola, M. K. and Awofala, A. O. A. (2009). Effect of Personalization of Instruction on Students' Achievement and Self-efficacy in Mathematics Word Problems. International Journal of Mathematical Education in Science and Technology, 40(3), 389-404.
- Appleton, K. (2003). How do beginning primary school teachers cope with science? Toward an understanding of science teaching practice. Research in Science Education, 33, 1–25.
- Ashton, P. T., and Webb, R.B.(1986). Making a difference: Teachers' sense of efficacy and student achievement. New York: Longman.
- Awofala, A. O. A. and Awolola, S. A. (2011a) Curriculum value orientation 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 ( pp.297-303) HEBN Publishers Plc.
- Awofala, A. O. A. and Awolola, S. A. (2011b) 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 ( pp.309-315) HEBN Publishers Plc.
- Awofala, A. O. A., Ola-Oluwa, S. A. and 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), 1-7.
- Awofala, A. O. A., Olaoluwa, S. A., and Fatade, A. O. (2013). Examining urban teacher assessment of a new nine-year education mathematics curriculum for Nigerian primary and junior secondary schools. Golden Research Thoughts, 2(8), 1-9.
- Awofala, A.O.A and 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. (2012) An Analysis of the new 9-year basic Education mathematics Curriculum in Nigeria. Acta Didactica Naponcensia, 5(1), 17-27.
- Awofala, A.O.A. (2011). Effect of Concept Mapping Strategy on Students' Achievement in Junior Secondary School Mathematics. International Journal of Mathematics Trends and Technology, 2(3), 11-16.
|
Article Post Production
Article Indexed In
|