摘要：Öz The current study aims to develop and validate a scale in order to measure preservice and/or in-service teachers’ self-efficacy beliefs regarding the use of origami in mathematics education. In line with this purpose, Origami in Mathematics Education Self-Efficacy Scale (OMESS) is developed and administered to 143 preservice teachers in the pilot study. Exploratory factor analysis results indicate that single dimension explains 73 percent of the total variance. In the main study, OMESS is administered to 299 preservice teachers. Obtained data is analyzed with confirmatory factor analysis techniques, and RMSEA is found to be 0.068, NC is found to be 2.37, CFI and NFI are found to be 0.99. Furthermore, Cronbach alpha coefficient for the single dimension is calculated as 0.94. Followed by the additional validation studies, OMESS might serve as a valuable tool in order to measure self-efficacy beliefs on the use of origami in mathematics education.
其他摘要：The current study aims to develop and validate a scale in order to measure preservice and/or in-service teachers’ self-efficacy beliefs regarding the use of origami in mathematics education. In line with this purpose, Origami in Mathematics Education Self-Efficacy Scale (OMESS) is developed and administered to 143 preservice teachers in the pilot study. Exploratory factor analysis results indicate that single dimension explains 73 percent of the total variance. In the main study, OMESS is administered to 299 preservice teachers. Obtained data is analyzed with confirmatory factor analysis techniques, and RMSEA is found to be 0.068, NC is found to be 2.37, CFI and NFI are found to be 0.99. Furthermore, Cronbach alpha coefficient for the single dimension is calculated as 0.94. Followed by the additional validation studies, OMESS might serve as a valuable tool in order to measure self-efficacy beliefs on the use of origami in mathematics education.
