The assessment of self-regulation, which is important for the geometry learning area and can be associated with the stages of the ACE cycle, is important for success. The study was conducted to determine the effect of the ACE cycle-based learning process on students’ geometry self-efficacy beliefs in the 7th grade polygons learning area. Quasi-experimental design with pretest-posttest control group, one of the quantitative research methods, was preferred in the study. The study group consisted of a total of 46 students, 24 in the control group and 22 in the experimental group, studying in the seventh grade of a middle school in the eastern Anatolia region of Turkey. In the 4-week implementation, the lessons were conducted according to the ACE learning cycle in the experimental group, while no intervention was made in the control group. In this study, the Self-Efficacy Scale for Geometry was used as a data collection tool and independent sample t-test and dependent sample t-test were used to analyze the data. The results showed that the instruction shaped according to the ACE learning cycle was more effective on students' geometry self-efficacy beliefs in the related learning domain.

中文翻译：

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基于ACE循环的教学对多边形学习区几何自我效能信念的影响

自我调节的评估对于几何学习领域很重要，并且可以与 ACE 周期的各个阶段相关，对于成功也很重要。该研究旨在确定基于 ACE 循环的学习过程对七年级多边形学习领域学生几何自我效能信念的影响。本研究优先采用定量研究方法之一的前测后测对照组的准实验设计。研究小组共有46名学生，其中对照组24人，实验组22人，就读于土耳其东部安纳托利亚地区一所中学的七年级。在为期4周的实施中，实验组按照ACE学习周期进行授课，对照组不进行任何干预。本研究以几何自我效能感量表作为数据收集工具，采用独立样本t检验和相关样本t检验对数据进行分析。结果表明，根据 ACE 学习周期制定的教学对学生在相关学习领域的几何自我效能信念更有效。