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Submitted:
30 May 2023
Posted:
31 May 2023
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Fit Indices | CFA Results | CFA Results | Conclusion | Acceptable fit indices | Excellent fit indices |
---|---|---|---|---|---|
CMIN/DF | 1,904 | 1,568 | Excellent | 2 ≤ Cmin/DF ≤ 5 | 0 ≤ Cmin/DF ≤ 2 |
GFI | 0.877 | 0.909 | acceptable? | 0,90 ≤ GFI ≤ 0,95 | 0,95 ≤ GFI ≤ 1,00 |
CFI | 0.947 | 0,975 | Excellent | 0,90 ≤ CFI ≤ 0,95 | 0,95 ≤ CFI ≤ 1,00 |
NFI | 0.904 | 0,934 | acceptable? | 0,90 ≤ GFI ≤ 0,95 | 0,95 ≤ GFI ≤ 1,00 |
TLI | 0,936 | 0,966 | Excellent | 0,90 ≤ TLI ≤ 1,00 | 0,95 ≤ TLI ≤ 1,00 |
RMSEA | 0,092 | 0.067 | acceptable? | 0.05 ≤ RMSEA ≤ 0.08 | 0,00 ≤ RMSEA ≤ 0,05 |
χ2=158.4; df=101; |
Distribution of Field Experts | ||||
---|---|---|---|---|
Academicians | ||||
Professor | Assoc. Dr. | Dr. Prof. Dr. | Research Assistant | Total |
1 | 2 | 2 | 3 | 8 |
Performers | ||||
Classroom Teacher | Guidance and Psychological Counselor | RAM Manager/Vice Manager | Special education teacher | Total |
5 | 4 | 2 | 2 | 13 |
Grand Total | 21 |
Mathematics Learning Difficulty Area Classroom Teacher Self-Efficacy Scale | Unnecessary | Necessary but must be corrected | Required | Scope Validity Rate | |
Substances | |||||
1 | I can notice the symptoms that exist in students with math learning difficulties. | 17 | 2 | 2 | 0.62 |
2 | I am knowledgeable about the characteristics of students with Math Learning Difficulty. | 16 | 2 | 3 | 0.52 |
3 | I am competent in making program-based evaluations for students with Math Learning Difficulty. | 17 | 2 | 2 | 0.62 |
4 | I can plan teaching for students with Math Learning Difficulties | 19 | 0 | 2 | 0.81 |
5 | I can identify methods and techniques for students diagnosed with Math Learning Difficulty. | 18 | 1 | 2 | 0.71 |
6 | I can make adaptations in methods and techniques for students with Math Learning Difficulty. | 18 | 2 | 1 | 0.71 |
7 | I am competent in what learning strategies are for students with Math Learning Difficulties. | 19 | 1 | 1 | 0.81 |
8 | I am qualified to improve the math skills of students with Math Learning Difficulty. | 16 | 2 | 3 | 0.52 |
9 | I am competent in editing the content for the student diagnosed with Math Learning Disability. | 15 | 4 | 1 | 0,43 |
10 | I am competent in planning counting and four operations activities for students with Math Learning Difficulty. | 19 | 1 | 1 | 0.81 |
11 | I can use special teaching strategies that are suitable for students with Math Learning Difficulty. | 18 | 0 | 3 | 0.71 |
12 | I am qualified to benefit from technology for students with Math Learning Difficulty. | 19 | 1 | 1 | 0.81 |
13 | My knowledge of adapting teaching is sufficient for students with Math Learning Difficulty. | 17 | 3 | 1 | 0.62 |
14 | I can arrange appropriate classroom environments for students with Math Learning Difficulties. | 17 | 4 | 0 | 0.62 |
15 | I can guide the families of students with Math Learning Difficulty. | 20 | 0 | 1 | 0.90 |
16 | I am competent in cooperating with other teachers for the student diagnosed with Math Learning Disability. | 20 | 1 | 0 | 0.90 |
17 | I can help my students with Math Learning Difficulty solve numeracy problems. | 17 | 2 | 2 | 0.62 |
18 | I am competent in the process evaluation used to improve the success of students diagnosed with Math Learning Disability in the course. | 18 | 1 | 2 | 0.71 |
19 | I can prepare different materials for students with mathematics learning difficulties. | 16 | 1 | 4 | 0.52 |
20 | I am competent in developing the problem-solving skills of my students with Math Learning Difficulty. | 17 | 3 | 1 | 0.62 |
21 | I understand students with Math Learning Difficulties | 8 | 9 | 4 | -0.24 |
22 | I know the difficulties of my students with Math Learning Difficulty | 11 | 5 | 9 | 0,05 |
23 | I do not have enough information about the characteristics of students diagnosed with Math Learning Difficulty. | 19 | 1 | 1 | 0.81 |
24 | I do not have enough knowledge to organize the program content for students diagnosed with Math Learning Disability. | 20 | 0 | 1 | 0.90 |
Mean/average | 0.703 (70%) |
Skewness | Kurtosis | Kolmogorov-Smirnov | |||
---|---|---|---|---|---|
Statistical | df | Sig. | |||
I can notice the symptoms that exist in students with math learning difficulties. | 0,225 | ,851 | 0,170 | 329 | 0.000 |
I am knowledgeable about the characteristics of students with Math Learning Difficulty. | ,358 | 761 | 183 | 329 | 0.000 |
I am competent in making program-based evaluations for students with Math Learning Difficulty. | 0,404 | .697 | 0,187 | 329 | 0.000 |
I can plan the teaching related to students with Math Learning Difficulty. | 0,532 | .442* | 0.212 | 329 | 0.000 |
I can identify methods and techniques for students diagnosed with Math Learning Difficulty. | 0.441 | -.557 | 0,187 | 329 | 0.000 |
I can make adaptations in methods and techniques for students with Math Learning Difficulty. | ,561 | 385 | 0.209 | 329 | 0.000 |
I am competent in what learning strategies are for students with Math Learning Difficulties. | 0,706 | 0,077 | 0.211 | 329 | 0.000 |
I am qualified to improve the math skills of students with Math Learning Difficulty. | 0.597 | -.251 | 0.223 | 329 | 0.000 |
I am competent in editing the content for the student diagnosed with Math Learning Disability. | 0,641 | ,460 | 0,203 | 329 | 0.000 |
I am competent in planning counting and four operations activities for students with Math Learning Difficulty. | 0,543 | 409 | 0.223 | 329 | 0.000 |
I can use special teaching strategies that are suitable for students with Math Learning Difficulty. | 0.845 | -0,060 | 0.231 | 329 | 0.000 |
I am qualified to benefit from technology for students with Math Learning Difficulty. | ,544 | ,379 | 0.213 | 329 | 0.000 |
My knowledge of adapting teaching is sufficient for students with Math Learning Difficulty. | -,707 | 176 | 0,250 | 329 | 0.000 |
I can arrange appropriate classroom environments for students with Math Learning Difficulties. | .583 | 181 | 0,225 | 329 | 0.000 |
I can guide the families of students with Math Learning Difficulty. | .434 | .735 | .208 | 329 | 0.000 |
I am competent in cooperating with other teachers for the student diagnosed with Math Learning Disability. | 0.341 | .895 | .184 | 329 | 0.000 |
I can help my students with Math Learning Difficulty solve numeracy problems. | 0,378 | .554 | 0.180 | 329 | 0.000 |
I am competent in the process evaluation used to improve the success of students diagnosed with Math Learning Disability in the course. | 0.185 | .907 | -0.172 | 329 | 0.000 |
I can prepare different materials for students with mathematics learning difficulties. | 0.430 | -,707 | 0,193 | 329 | 0.000 |
I am competent in developing the problem-solving skills of my students with Math Learning Difficulty. | 0.743 | -.352 | 0.213 | 329 | 0.000 |
I do not have enough information about the characteristics of students diagnosed with Math Learning Difficulty. | 0.334 | 726- | 0.276 | 329 | 0.000 |
I do not have enough knowledge to organize the program content for students diagnosed with Math Learning Disability. | 0.756 | 0.820 | 0.271 | 329 | 0.000 |
Substances | Factor 1 | Factor 2 |
---|---|---|
Personal Teaching Qualification 4 | .976 | |
Personal Teaching Qualification 6 | .941 | |
Personal Teaching Qualification 5 | .940 | |
Personal Teaching Competence 7 | ,884 | |
Personal Teaching Qualification 2 | .746 | |
Personal Teaching Competence 3 | .735 | |
Personal Teaching Competence 9 | .735 | |
Personal Teaching Qualification 13 | .630 | |
Personal Teaching Qualification 11 | .628 | |
Personal Teaching Competence 1 | 620 | |
Personal Teaching Competence 8 | .553 | |
Instructional Support Competence 19 | .894 | |
Instructional Support Competence 18 | ,891 | |
Instructional Support Competence 16 | .761 | |
Instructional Support Competence 17 | .759 | |
Instructional Support Competence 15 | -.718 | |
Instructional Support Competence 14 | .508 | |
Eigenvalue | 8.388 | 4,531 |
Variance Explained | 66,875 | 4.460 |
Total Variance Explained | 71,335 |
*Factor Correlation Matrix | ||
Factor | Personal teaching qualification | Instructional support competence |
Personal teaching qualification | 1.000 | |
Instructional support competence | .841 | 1.000 |
Reliability | Dimensions | Number of Items | Cronbach’s Alpha |
---|---|---|---|
Overall internal consistency | Scale | 17 | .970 |
Internal consistencies of Sub-Factors | Personal teaching qualification | 11 | 0,961 |
Instructional support competence | 6 | 0.938 |
Matter | Scale Mean if Item Deleted | Scale Variance if Item Deleted | Corrected Item-Total Correlation (CITC) | Cronbach’s Alpha if Item Deleted | |
1 | 36.3333 | 210,630 | .683 | .970 | |
2 | 36.6744 | 211,659 | .740 | 969 | |
3 | 36.7054 | 210,131 | ,799 | 969 | |
4 | 36.7907 | 209,354 | .821 | .968 | |
5 | 36.6822 | 208,609 | 840 | .968 | |
6 | 36.7984 | 210,350 | .821 | .968 | |
7 | 36.8527 | 210,345 | -.832 | .968 | |
8 | 36.7364 | 209,555 | -.832 | .968 | |
9 | 36.7287 | 207,449 | .813 | .968 | |
10 | 36.8295 | 207.908 | .816 | .968 | |
11 | 36.7674 | 207,883 | ,879 | .968 | |
12 | 36.6667 | 209,005 | .843 | .968 | |
13 | 36.5504 | 208,171 | ,787 | 969 | |
14 | 36.4884 | 207,267 | .783 | 969 | |
15 | 36.5891 | 208,713 | .823 | .968 | |
16 | 36.3643 | 209,671 | .711 | .970 | |
17 | 36.5736 | 207,450 | .812 | .968 |
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