An Investigation of private middle school students’ common errors in the domain of area and perimeter and the relationship between their geometry self-efficacy beliefs and basic procedural and conceptual knowledge of area and perimeter

Orhan, Nagehan
The purposes of the present study were to investigate private middle school students’ procedural and conceptual knowledge in the domain of area and perimeter of geometric figures and to examine the most common errors in their knowledge. Private middle school students’ geometry self-efficacy throughout the grade levels was also investigated. The other specific interest of the study was to examine how students’ conceptual and procedural knowledge aspects of area and perimeter of geometric figures changed with respect to their geometry self-efficacy. The study was conducted during the second semester of the academic year 2011-2012. The sample was consisted of 111 private middle school students from a private elementary school in Çayyolu district in Ankara. Data were collected through procedural and conceptual knowledge tests prepared by the researcher and geometry self-efficacy scale developed in a previous research. In order to examine the relationship between geometry self-efficacy beliefs of students and their procedural and conceptual knowledge, Pearson product-moment correlation analyses were run. One-way ANOVA was used to investigate how self-efficacy, procedural knowledge, and conceptual knowledge changed according to grade levels separately. The results of data analysis indicated that private middle school students had common errors and misconceptions about area and perimeter concepts. ANOVA results revealed that there were no statistically significant differences in private middle school students’ procedural knowledge and self-efficacy belief scores in terms of grade levels. However, there was a significant difference in conceptual knowledge scores of private middle school students. Moreover, according to Pearson Product Moments Correlation results, there was significant correlation among students’ procedural knowledge, conceptual knowledge and self-efficacy belief scores.