Relationship Between Self-Efficacy and Technology-Based Teaching Styles in Mathematics Education Among Pre-Service Teachers in UPSI

Abstract

Self-efficacy is defined as a task-specific belief in a person’s potential and ability to master a skill or a task. As the technology is getting sophisticated, teachers are encouraged to apply the technology as teaching aid tool in the class. This research is done to investigate the relationship between the self-efficacy and the technology-based teaching styles of Mathematics pre-service teachers among Sultan Idris University of Education (UPSI) undergraduates. The research design used in this study is correlational study at where 148 AT14 Bachelor of Education (Mathematics) course and AT48 Bachelor of Science (Mathematics) with Education students are the sample. The statistical method used in this study is descriptive statistic which is mean and inferential statistics through Pearson’s correlation were used to study the relationship. The findings show that the level of self-efficacy and practice of technology-based teaching of pre-service teachers is significantly high. The results showed that there was a strong positive significant correlation between the self-efficacy and the technology-based teaching styles of those pre-service teachers (r=0.656, p=0.00, p<0.05). In conclusion, this study unequivocally demonstrates that UPSI’s pre-service teachers are well prepared to train themselves with higher self-esteem and hence applying technology-based teaching style while teaching Mathematics.