Examining Middle School Students’ Visual Mathematics Literacy Self-Efficacy Perceptions According to Various Variables

Abstract

In this study, we first determined the level of visual mathematics literacy self-efficacy perceptions (VMLSEPs) of middle school students. Then, we examined whether these perceptions differ significantly according to various variables such as gender, class level, mathematics achievement, receiving support, and parental educational status or not. It is a survey study. Therefore, 278 middle school students participated in the study. The data was collected with the Visual Math Literacy Self-Efficacy Perception Scale (VMLSEPS). The results of validity and reliability analyses of the data showed that the analyses could be performed. After this, it was determined whether the data distributed normal or not. According to this, all the data show normal distribution; therefore, parametric tests such as independent sample t-test and One-Way ANOVA were used to analyze the data. As a result, middle school students’ VMLSEPs are at a high level. While students’ VMLSEPs did not show a significant difference according to gender, receiving support, and fathers’ educational status, these perceptions showed a statistically meaningful difference according to class level, mathematics achievement, and mothers’ educational status.