Data analysis

In the previous paragraph the procedure of data collection is explained. In this paragraph it is described how these data were analyzed.

In order to answer the research question, ‘How do the various processes of the PD-program

influence the development of science teaching self-efficacy of the pre-service teachers?’, data of four

instruments was used and analyzed.

First, to analyze the data obtained with the STEBI-NL, statistical analyses using IBM SPSS Statistics were employed. The Wilcoxon Signed Rank Test was used to analyze the data. The samples are dependent and related. Because the data is not normally distributed, a non-parametric test was used. The Wilcoxon Signed Rank Test measures if the means of two times measured variables, are equal. It is measured whether the total scores of the STEBI-NL differ significantly from the pretest to the posttest. This is done for the whole scale, as well for the two separate scales (PSTE and STOE). In this study, a significant level of 0,05 is held, which is common in scientific research (Moore & McGabe, 2005).

Second, to analyze the data obtained of the questionnaires which were developed for this study, IBM SPSS Statistics was used. Each respondent had to fill in a questionnaire after each meeting about the extent to which they believe the different processes within that meeting contributed to their science teaching self-efficacy. The questions consisted of closed questions with a five-point Likert-scale. Of each question, the scores were added and then the average score of each question was calculated. Then, all questions were divided into five areas. Each area represent one of the processes defined earlier. In this way, it could be checked to which extent the different processes had contributed to respondents’ science

teaching self-efficacy. Furthermore, the respondents had to fill in a questionnaire at the end of the PD- program, based on the processes of the PD-program. The scores they gave on this last questionnaire were explained in the focus group interviews.

Third, two focus groups were formed. Respondents were randomly assigned to one of the groups.. By means of focus group interviews the respondents had to explain and elaborate on their answers on the questionnaire they had to fill in at the end of the PD-program. To analyze this data, first, both focus group interviews were transcribed. Second, for each process, the answers which the respondents gave, were grouped for both interviews. Third, it was researched if there were generalities regarding the

argumentation of the respondents for both interviews on each process.

By combining the pretest-posttest scores on the STEBI-NL, the questionnaire about the whole PD-program and questionnaires after each meeting, and the analysis of the two focus group interviews, a knowledge base is established on which aspects have influenced pre-service teachers’ self-efficacy and to which extent.

In order to answer the sixth research question, ‘To which extent have the pre-service teachers learned to utilize the eight science teaching strategies at the end of the program?’, data of the

questionnaire the respondents had to fill in at the end of the PD-program was analyzed by using IBM SPSS Statistics. The questionnaire consists of statements with a five-point Likert-scale related to their teaching performance in class. The pre-service teachers had to indicate to which extent they believe they utilize the strategies when teaching science. Furthermore, for each indication they had to give an

explanation on how they applied the strategy. Based on their explanation, it was checked whether they understood the content of the various strategies.

4.2.

Effects of the different processes of the PD-program on pre-service teachers

science teaching self-efficacy

In chapter 3, it is explained how the model for science teaching and the PD-program were developed. In this chapter, the effects of the PD-program are measured and presented. First, the sub question of this research question will be answered, namely: to which extent has science teaching self-efficacy of the pre- service teacher increased or decreased at the end of the PD-program compared to their science teaching self-efficacy at the start of the PD-program? To answer this question, data obtained from pretest and posttest of STEBI-NL is used. By answering this research question, insight in the development of science teaching self-efficacy of the pre-service teachers is obtained.

Second, to answer the third research questions, various data will be used. First, the respondents had to fill in a questionnaire at the end of the PD-program, based on the processes of the PD-program. The questions consisted of closed questions with a five-point Likert scale. Each question represent one of the processes. In this way, it can be analyzed to which extent the different processes have or have nog contributed to respondents’ science teaching self-efficacy. Also, data obtained from the two focus group interview is used to get more insight in their answers on the questionnaire. For each question, the respondents had to argue their answers.