The Influence of Knowledge and Skills on Self-Efficacy in Using ChatGPT for Mathematics Instruction
DOI:
https://doi.org/10.18690/Keywords:
knowledge, skills, self-ef-ficacy, ChatGPT, mathe-matics instruction.Abstract
This study examined the influence of knowledge and skills on mathematics teachers’ self-efficacy in using ChatGPT for mathematics instruction. A total of seventy-three primary school mathematics teachers in Tambunan, Sabah, were selected through stratified sampling. Data were collected using a validated questionnaire measuring knowledge, skills, and self-efficacy and analysed using descriptive statistics, Pearson correlation, and multiple linear regression. Results showed high levels of knowledge but moderate levels of skills and self-efficacy. Significant positive correlations existed between knowledge and self-efficacy and between skills and self-efficacy. Regression findings showed both knowledge and skills significantly predicted self-efficacy, with skills being the stronger predictor.
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