Investigation of Classroom Teaching, Selfefficacy and Motivation in Social Studies Classrooms

International Journal of Research in Education and Science. Necmettin Erbakan University, Ahmet Kelesoglu Education Faculty, Meram, Konya 42090 Turkey. e-mail: ijresoffice@gmail.com; Web site: http://www.ijres.net

Y

19

Teaching Methods; Classroom Techniques; Self Efficacy; Teacher Motivation; Student Motivation; Social Studies; Correlation; Middle School Students; Grade 7; Student Attitudes; Foreign Countries

2148-9955

The aim of this study is to examine the relationships between classroom teaching, self-efficacy, and motivation in the context of social studies lesson. The research was of the survey type and the predictive correlational design was preferred. A total of 1301 middle school seventh grade students participated in the study. Social Studies Motivation Scale (SSMS), Social Studies Self-Efficacy Scale (SSSES), and Responsive Environmental Assessment for Classroom Teaching in Social Studies [REACT/SS] to determine perceptions of the students about the teaching process were used as data collection tools. SSMS consists of a total of five factors and twenty-one items. SSSES consists of a single factor and twenty-three items, while REACT/SS consists of six factors and thirty-five items. Correlation analysis and multiple regression analysis were applied to the data obtained from the study. According to the results, REACT / SS scores of middle school students are a significant predictor of students' self-efficacy and motivation levels. Again, students' self-efficacy levels predict their motivation levels significantly. According to the results obtained from the study, it was determined that the instruction given by the teacher in the classroom was an important variable on self-efficacy and motivation that directly affect the academic success of the students. In this context, it can be said that the teacher is very effective on two critical variables affecting the students' academic achievement. The results of the study are considered to have multiple effects on both pre-service and in-service teacher trainings.

As Provided

2019

EJ1223220