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http://dx.doi.org/10.7468/mathedu.2022.61.4.613

Detecting types for the influence of math teaching methods perceived by high school students on math self-efficacy: Using REBUS-PLS  

Song, Hyo Seob (Sungkyunkwan University)
Jung, Hee Sun (Sungkyunkwan University)
Publication Information
The Mathematical Education / v.61, no.4, 2022 , pp. 613-629 More about this Journal
Abstract
This study explored the heterogeneous latent group on the influence of the learner's perceived math teaching method(instructor-centered, learner-centered) on math self-efficacy. In order to profile the characteristics of the detected latent group, the distribution of variables was confirmed, and multi-group analysis was conducted by SEM. According to the analysis results, two latent groups were detected, and the instructor-type group and the learner-type group were named. As a result of post-hoc analysis, the perception of instructor-centered classes and learner-centered classes, and the perception of math teaching ability were similar between the instructor-type and the learner-type group. But the instructor-type group had higher math self-efficacy, math interest, and math class engagement than the learner-type group. Also, in the instructor-type group, the effect of perception of math teaching ability on math self-efficacy and math class engagement was greater than that of the learner-type group. Whereas, in the learner-type group, the effect of math interest on math self-efficacy and math class engagement was greater than that of the instructor-type group. This study presented a new research method on the influence of math teaching methods on learners by applying the REBUS-PLS method.
Keywords
instructor-centered classes; learner-centered classes; math self-efficacy; REBUS-PLS; multi-group analysis; GEPS;
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