The effect of ACE cycle based instruction on geometry self-efficacy beliefs in polygons learning area

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dc.authoridözdemir, Ferhat/0000-0002-8913-531X
dc.authoridİLHAN, Aziz/0000-0001-7049-5756
dc.authoridÖZDEMİR, Ferhat/0000-0002-8913-531X
dc.authorwosidözdemir, Ferhat/HPE-6935-2023
dc.authorwosidİLHAN, Aziz/AFE-0776-2022
dc.authorwosidÖZDEMİR, Ferhat/HPE-7023-2023
dc.contributor.authorOzdemir, Ferhat
dc.contributor.authorIlhan, Aziz I.
dc.contributor.authorAslaner, Recep
dc.date.accessioned2024-08-04T20:55:09Z
dc.date.available2024-08-04T20:55:09Z
dc.date.issued2024
dc.departmentİnönü Üniversitesien_US
dc.description.abstractThe assessment of self-regulation, which is important for the geometry learning area and can be associated with the stages of the ACE cycle, is important for success. The study was conducted to determine the effect of the ACE cycle-based learning process on students' geometry self-efficacy beliefs in the 7th grade polygons learning area. Quasi-experimental design with pretest -posttest control group, one of the quantitative research methods, was preferred in the study. The study group consisted of a total of 46 students, 24 in the control group and 22 in the experimental group, studying in the seventh grade of a middle school in the eastern Anatolia region of Turkey. In the 4-week implementation, the lessons were conducted according to the ACE learning cycle in the experimental group, while no intervention was made in the control group. In this study, the Self-Efficacy Scale for Geometry was used as a data collection tool and independent sample t -test and dependent sample t -test were used to analyze the data. The results showed that the instruction shaped according to the ACE learning cycle was more effective on students' geometry self-efficacy beliefs in the related learning domain.en_US
dc.identifier.doi10.1016/j.lmot.2024.101985
dc.identifier.issn0023-9690
dc.identifier.issn1095-9122
dc.identifier.scopus2-s2.0-85187568481en_US
dc.identifier.scopusqualityQ3en_US
dc.identifier.urihttps://doi.org/10.1016/j.lmot.2024.101985
dc.identifier.urihttps://hdl.handle.net/11616/101874
dc.identifier.volume86en_US
dc.identifier.wosWOS:001222288500001en_US
dc.identifier.wosqualityN/Aen_US
dc.indekslendigikaynakWeb of Scienceen_US
dc.indekslendigikaynakScopusen_US
dc.language.isoenen_US
dc.publisherAcademic Press Inc Elsevier Scienceen_US
dc.relation.ispartofLearning and Motivationen_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US
dc.rightsinfo:eu-repo/semantics/closedAccessen_US
dc.subjectElementary educationen_US
dc.subjectEvaluation methodologiesen_US
dc.subjectHuman-computer interfaceen_US
dc.subjectImproving classroom teachingen_US
dc.subjectTeaching/learning strategiesen_US
dc.titleThe effect of ACE cycle based instruction on geometry self-efficacy beliefs in polygons learning areaen_US
dc.typeArticleen_US

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