Investigation of middle school students’ visual math literacy selfefficacy perceptions

Abstract

In this study, it is aimed to investigate middle school students’ visual math literacy self-efficacy perceptions in terms of different variables (gender, grade levels, math achievement, etc.). For this purpose, screening model was employed in the study. The study was carried out 460 middle school students. Demographic information form and “Visual Math Literacy Self-Efficacy Perception Scale” were used as data collection tools. The middle school students’ visual math literacy self-efficacy perceptions were found to be at moderate level. There were no significant differences between the students’ visual math literacy selfefficacy perceptions according to gender and grade levels. On the other hand, there were significant differences between their visual math literacy self-efficacy perceptions according to math achievement and parents’ educational levels. It was observed that the visual math literacy self-efficacy perceptions increased as mathematical achievement increased. It was determined that there was a significant moderate positive correlation between visual math literacy self-efficacy perceptions and math achievement. Besides, visual math literacy self-efficacy perceptions increased as parents’ educational levels increased. Keywords: Visual math literacy; self-efficacy perception; middle school students.