The Significance of the Differences in the Levels of Reflective Thinking among 10th Grade Students in the Light of Mathematical Self- Efficacy

Abstract

The current study aims to investigate the significance of the differences

in the levels of reflective thinking among the tenth grade students in the light

of the mathematical self- efficacy. The two instruments of the study have been

applied to a sample that consisted of (333) male and female students. The

sample of students was selected by a cluster stratified method from the tenth

grade students in Hebron Directorate of Education.

The results of the study showed that the level of understanding had been

ranked the first with the highest mean, followed by the level of reflection, then

the critical reflection, and the last in order was the level of habitual action.

Results of the two- way analysis of variance revealed significant differences

(α ≤ 0.05) in the level of habitual action due to the variable of gender and for

the benefit of females, while there were no significant differences on the scale

as a whole and on the rest of the levels. Results showed statistically significant

differences on the scale as a whole and the levels of understanding, reflection,

and critical reflection due to the variable of mathematical self- efficacy for

the benefit of the highly efficient category. Meanwhile the differences were

not significant on the level of habitual action. Finally, statistically significant

differences on the scale as a whole and level of critical reflection were

present.

These were attributable to the interaction between gender and

mathematical self- efficacy, while differences were not significant on the rest

of the levels.