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p=. 018) at the 95% confidence interval. Therefore

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in .018</td, .359</td, .829</td, </p, </td, </td, </td, </td, </td, </td, </td, </tr, </tr, <div class=""list-content"", <div class=""webkit-scrollbars webkit-scrollbars–table"", <em, <p, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <td, <tr, 2.01</td, 2.430</td, 3.670</td, 6.78</td, 66</td, 95% Confidence</strong, Df</strong, df</td, In general terms, Lower</strong, Mean Square</td, Mean</strong, Pair 1</strong, Paired Differences</strong, Post-total</td, Pre-total</td, Sig.</strong, Sig.</td, Sig.</td, Std. Deviation</strong, t</td, Table 9. Paired Sample T-Test Results of Pre-service Teachers self-efficacy after the Content Pedagogy Courses.</em, Therefore, these results indicate that pre-service teachers self-efficacy decreased between the beginning and the end of mathematics content pedagogy courses.</p, Upper</strong

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the paired T-Test results in Table 9 indicate that there were differences between the pre-test and post-test instrument scores in self-efficacy among the respondents (t=2.43

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