Connecting Geometric Reasoning Skill and Self-Efficacy Perception Variables in terms of Cognitive and Perceptual Dimensions

This study aims to develop a scale to determine eighth-grade students' self-efficacy perceptions towards geometric reasoning and to evaluate and relate the variables of geometric reasoning skill and self-efficacy perception in terms of cognitive and perceptual dimensions. The research was conducted in two stages. In the first stage, the validity and reliability studies of the developed scale were conducted, and its usability was demonstrated. In the second stage, geometric reasoning skill and self-efficacy perception variables were examined in terms of cognitive and perceptual dimensions. In the first phase of the study, the general survey method was used and in the second phase, relational survey method was used. The scale development phase of the study was conducted with 595 eighth grade students. In the second stage of the study, 40 students studying at the eighth-grade level were studied. As a result of this study in which Geometric Reasoning Self-Efficacy Scale, Geometric Reasoning Skill Test and Unstructured Interviews were used as data collection tools, it was seen that students' geometric reasoning self-efficacy perceptions were generally at medium level and their geometric reasoning skills were at low level. Considering the different dimensions, it was found that the mean scores of students' self-efficacy and skill scores related to the perceptual dimension were higher than the cognitive dimension. In addition, there is a positive, moderate and significant relationship between students' geometric reasoning skills and their geometric reasoning self-efficacy perceptions. Depending on the results obtained from the research, it is suggested that activities or learning environments be designed to improve students' geometric reasoning skills and that the effects of different learning environments on geometric thinking processes be investigated.