Origami in Mathematics Education: The Development and Validation of an Origami-Related Self-Efficacy Scale

Abstract

The current study aims to develop and validate a scale in order to measure preservice and/or inservice teachers’ self-efficacy beliefs regarding the use of origami in mathematics education. In line with this
purpose, Origami in Mathematics Education Self-Efficacy Scale (OMESS) is developed and administered to 143
preservice teachers in the pilot study. Exploratory factor analysis results indicate that single dimension
explains 73 percent of the total variance. In the main study, OMESS is administered to 299 preservice teachers.
Obtained data is analyzed with confirmatory factor analysis techniques, and RMSEA is found to be 0.068, NC is
found to be 2.37, CFI and NFI are found to be 0.99. Furthermore, Cronbach alpha coefficient for the single
dimension is calculated as 0.94. Followed by the additional validation studies, OMESS might serve as a valuable
tool in order to measure self-efficacy beliefs on the use of origami in mathematics education