Original article | Journal of Innovative Research in Teacher Education 2023, Vol. 4(1) 51-76
Alaattin Arıkan & Turhan Çetin
pp. 51 - 76 | DOI: https://doi.org/10.29329/jirte.2023.531.4 | Manu. Number: MANU-2210-06-0005.R1
Published online: March 19, 2023 | Number of Views: 47 | Number of Download: 134
The purpose of this study was to explore middle school students’ spatial skills self-efficacy in relation to some variables. The sample consisted of 582 fifth-, sixth-, seventh-, and eighth-grade students in the spring term of the 2021-2022 academic year. The data was collected using the Spatial Skills Self-Efficacy Scale developed by the researchers. The study found that the middle school students had a moderate level of spatial skills self-efficacy on the overall scale and the intrinsic dynamic and extrinsic static subscales, while their level was high, although close to moderate, on the intrinsic static and extrinsic dynamic subscales. Additionally, middle school students’ spatial skills self-efficacy differed significantly according to gender, receiving preschool education, grade levels, the amount of time spent out of home, the frequency of going out of town, and the type of game that they most often playing. However, grade levels did not consistently lead to a significant increase in middle students’ spatial skills self-efficacy. Accordingly, it is proposed to provide intensive technology-supported training that goes beyond classical methods and practices, and to provide continuous spatial skills training throughout the entire learning cycle of students, starting from preschool education. This study is significant because it examined different dimensions of spatial skills in the same sample group and it explored, for the first time, the affective dimension of middle school students’ spatial skills using a valid and reliable scale.
Keywords: Spatial skills, spatial skill self-efficacy, secondary school, intrinsic-extrinsic, static-dynamic.
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