An Investigation of the Effects of 5E Model Based on Context-Based Instruction Approach on the Attitudes and Perception of Self-Efficacy of Pre-Service Teachers towards the Assessment and Evaluation Course

Abstract

The aim of this study was to determine the effect of 5E model based on context-based instruction approach the attitudes and perception of self-efficacy of pre-service teachers towards the assessment and evaluation course. For this purpose, appropriate contexts for the assessment-evaluation course topics have been prepared and the lessons have been taught in accordance with 5E model based on context-based instruction approach. The study group consists of 30 students who were studying in the third year of the department of science education in Kilis 7 Aralik University in the spring semester of 2017-2018 academic years. The one-group pre-test post-test pre-experimental designs were utilized as the research method in the study. The application lasted approximately four weeks. Self-Efficacy Perception Scale for Assessment and Evaluation in Education and Self-Efficacy Perception Scale for Assessment and Evaluation in Education were used as the measurement tools. The obtained data were analyzed with dependent groups t test. As a result of the study, it was determined that the 5E model based on the context-based teaching approach was statistically significant in the attitudes of the students towards the assessment and evaluation course and in the self-efficacy perception pre-test and post-test average.

Keywords

• context-based instruction approach, 5e model, assessment and evaluation course, attitudes, perception, self-efficacy