Qualitative study reveals a link between self-efficacy and functional thinking errors in high school students, suggesting targeted strategies for improvement.
Key Points
Students with high and medium self-efficacy made fewer functional thinking errors.
Comprehension errors, transformation errors, process skill errors, and encoding errors were prevalent among students with low self-efficacy.
Qualitative analysis used purposive sampling to explore functional thinking errors and self-efficacy levels.
Findings emphasize the need for targeted instructional strategies to enhance students' understanding of functional concepts.