An Investigation of the Variables Predicting Faculty of Education Students’ Speaking Anxiety through Ordinal Logistic Regression Analysis

Abstract

The purpose of this study is to determine whether Cumhuriyet University Faculty of Education students' levels of speaking anxiety are predicted by the variables of gender, department, grade, such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking", "effective speaking", "applying the speaking rules", "organizing the speech content", and "evaluating the speech". Correlational survey model is employed in the study. While the dependent variable of the study is students' "speaking anxiety", its independent variables are gender, department, grade, and such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking", "effective speaking", "applying the speaking rules", "organizing the speech content", and "evaluating the speech". The research population consists of 2983 students studying at seven departments of Faculty of Education of Cumhuriyet University in the 2015-2016 academic year. The research sample, on the other hand, is composed of 1057 students from seven departments of Faculty of Education of Cumhuriyet University. Data were collected via "Scale of Speaking Anxiety for Prospective Teachers", which was developed by Kınay and Özkan (2014) to determine pre-service teachers' speaking anxiety, and "Speaking Self-Efficacy Scale for Pre-Service Teachers", which was developed by Katrancı and Melanlıoğlu (2013) to determine pre-service teachers' speaking self-efficacy. Data were collected through ordinal logistic regression analysis as the dependent variable was made three-category and ordinal through cluster analysis. According to the logistic regression analysis results, gender, department, such sub-dimensions of "Speaking Self-Efficacy Scale for Pre-Service Teachers" as "public speaking" and "applying the speaking rules" have a significant influence on speaking anxiety.

Konuşma Kaygısı ile Yapılmış Araştırmaların Tematik İçerik Analizi

“…In addition, the most used method was the survey model. Lüle Mert, 2015;İşçan and Karagöz, 2016;Baki and Kahveci, 2017;Bozpolat, 2017;Arslan, 2018;Deringöl, 2018;Gölpınar, vd., 2018;.This result may have been due to the researchers' desire to generalize the research results through the survey model and the opportunity to collect data more easily from large sample groups. Experimental designs were also used in some of the studies (Katrancı and Aydoğan, 2016;Bulut, Açık and Çiftçi, 2016;Tüzemen, 2016;Asan, 2019;Demirci, 2019).No research was found in which only the qualitative method was used.…”

“…Araştırmalarda kullanılan yöntemlere bakıldığında çoğunluğu nicel araştırma yöntemlerine dayalı yürütülmüştür (Tablo 2). Ayrıca en fazla tarama modeli kullanılmıştır (Arslan,2018;Bozpolat, 2017;Baki ve Kahveci, 2017;Deringöl, 2018;Gölpınar vd., 2018;İşçan ve Karagöz, 2016;Kavruk ve Deniz,2015;). Tarama modeli bir konu ya da olaya ilişkin kişilerin görüşlerinin veya ilgi, beceri, yetenek, tutum gibi özelliklerinin saptandığı; geniş bir kitleyi temsil edecek örneklemin seçildiği, verilerin toplanmasında veri kaynağından alınan cevaplara dayanan bir araştırma modelidir (Büyüköztürk ve diğerleri, 2017).…”

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“…This model is implemented as an alternative to a discriminant analysis when the normal model is not applicable. According to Bozpolat [79], the main objective of logistic regression analysis is to establish an acceptable model with a good fit that can identify the relationship between the predicting and predicted variables by using a minimum number of variables.…”

Öğretmen adaylarının konuşma öz yeterlik algıları

“…Literatürdeki araştırmalarda da benzer ve farklı sonuçlarla karşılaşılmaktadır. Hayran (2020) ve Bozpolat (2017) tarafından yapılan araştırmalarda da bölüm değişkeninin, konuşma öz yeterlik algısı üzerinde etkisinin olduğu ortaya çıkarılmıştır. Ancak Baki (2018), Başaran ve Erdem'in ( 2009) yapmış olduğu araştırmalarda, öğretmen adaylarının eğitim gördükleri bölümlerin konuşma öz yeterliği üzerinde bir etkiye sahip olmadığı ortaya çıkarılmıştır.…”