8. sınıf öğrencilerinin matematik öz yeterlik algıları ile motivasyon ve kaygı düzeyleri arasındaki ilişkilerin incelenmesi
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Tarih
2021
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Siirt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmada, 8. sınıf öğrencilerinin matematik öz yeterlik algıları ile motivasyon ve kaygı düzeyleri arasındaki ilişkilerin incelenmesi amaçlanmıştır. Ayrıca öğrencilerin matematik öz yeterlik, motivasyon ve kaygı düzeyleri cinsiyet, anne-baba eğitim düzeyi, aile gelir düzeyi, okuldaki matematik kursuna katılım durumu ve önceki dönem matematik karne notu değişkenlerine göre incelenmiştir. Araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın evrenini 2020-2021 eğitim-öğretim yılında Batman ilinde bulunan 64 devlet okulunun 8. sınıfında öğrenim gören 9811 öğrenci oluşturmaktadır. Araştırmanın örneklemini ise 9811 öğrenci arasından random yöntemiyle seçilen 10 ortaokuldaki 550 öğrenci oluşturmaktadır. Veri toplama aracı olarak Kişisel Bilgi Formu, Matematik Öz Yeterlik Ölçeği, Matematik Dersine Yönelik Motivasyon Ölçeği ve Matematik Kaygı Ölçeği kullanılmıştır. Verilerin analizinde ilişkisiz örneklemler t-testi, tek yönlü varyans analizi (ANOVA), pearson momentler çarpımı korelasyon analizi kullanılmıştır. Matematik öz yeterlik algısı, matematik dersine yönelik motivasyon ve matematik kaygısı arasındaki ilişki path analizi ile hesaplanmıştır. Araştırma sonucunda öğrencilerin matematik öz yeterlik algıları ile matematik dersine yönelik motivasyonları arasında pozitif yönde ve orta düzeyde anlamlı ilişki bulunmuştur. Matematik öz yeterlik algıları ile matematik kaygıları arasında negatif yönde ve orta düzeyde anlamlı bir ilişki bulunmuştur. Matematik dersine yönelik motivasyonları ve matematik kaygıları arasında negatif yönde ve orta düzeyde anlamlı bir ilişki bulunmuştur. Ayrıca öğrencilerin matematik öz yeterlik algıları ve matematik kaygıları cinsiyet, okuldaki matematik kursuna katılım durumu ve bir önceki dönem matematik karne notu değişkenlerine göre anlamlı farklılık göstermiştir. Fakat öğrencilerin matematik öz yeterlik algıları ve matematik kaygıları anne-baba eğitim düzeyi ve aile gelir düzeyi değişkenlerine göre anlamlı farklılık göstermemiştir. Öğrencilerin matematik dersine yönelik motivasyonları anne eğitim düzeyi, okuldaki matematik kursuna katılım durumu ve bir önceki dönem matematik karne notu değişkenlerine göre anlamlı farklılık gösterirken cinsiyet, baba eğitim düzeyi ve aile gelir düzeyi değişkenlerine göre anlamlı farklılık göstermemiştir. Path analizi sonucuna göre, 8. sınıf öğrencilerinin matematik öz yeterlik algıları arttıkça öğrencilerin matematik dersine yönelik motivasyonu artmakta, matematik kaygı düzeyleri ise azalmaktadır. Anahtar Kelimeler: Matematik dersine yönelik motivasyon, Matematik öz yeterlik algısı, Matematik kaygısı, Ortaokul öğrencileri.
In this research, it was aimed to examine the relationships between the mathematics self efficacy perceptions of 8th grade students and their motivation and anxiety levels. In addition, students' mathematics self eficacy, motivation and anxiety levels were examined according to the variables of gender, parental education level, family income level, participation in mathematics courses at school and previous semester mathematics grades. Relational survey model was used in the research. The population of the research consists of 9811 8th grade students studying in 64 public schools in Batman in the 2020-2021 academic year. The sample of the study consists of 550 students in 10 secondary schools randomly selected from among 9811 students. Personal Information Form, Mathematics Self Efficacy Scale, Motivation Scale Towards Mathematics Lesson and Mathematics Anxiety Scale were used as data collection tools. In the analysis of the data, independent samples t-test, one-way analysis of variance (ANOVA), pearson product-moment correlation analysis were used. The relationship between mathematics self efficacy perception, motivation towards mathematics lesson and mathematics anxiety were calculated by path analysis. As a result of the research, a positive and moderately significant relationship was found between students' perceptions of mathematics self efficacy and their motivation towards mathematics course. A negative and moderately significant relationship was found between mathematics self efficacy perceptions and mathematics anxiety. A negative and moderately significant relationship was found between their motivation towards mathematics lesson and their mathematics anxiety. In addition, students' perceptions of mathematics self efficacy and mathematics anxiety differed significantly according to gender, participation in mathematics courses at school and previous semester mathematics grades. However, students' perceptions of mathematics self efficacy and mathematics anxiety did not differ significantly according to parental education level and family income level variables. While the motivation of the students for the mathematics lesson differed significantly according to the variables of mother's education level, participation in the mathematics course at school and previous semester mathematics report grade, it did not differ significantly according to the variables of gender, father's education level and family income level. According to the results of the path analysis, as the mathematics self efficacy perceptions of the 8th grade students increase, the motivation of the students towards the mathematics lesson increases and their mathematics anxiety level decreases. Keywords: Motivation towards mathematics lesson, Mathematics self efficacy perception, Mathematics anxiety, Secondary school students.
In this research, it was aimed to examine the relationships between the mathematics self efficacy perceptions of 8th grade students and their motivation and anxiety levels. In addition, students' mathematics self eficacy, motivation and anxiety levels were examined according to the variables of gender, parental education level, family income level, participation in mathematics courses at school and previous semester mathematics grades. Relational survey model was used in the research. The population of the research consists of 9811 8th grade students studying in 64 public schools in Batman in the 2020-2021 academic year. The sample of the study consists of 550 students in 10 secondary schools randomly selected from among 9811 students. Personal Information Form, Mathematics Self Efficacy Scale, Motivation Scale Towards Mathematics Lesson and Mathematics Anxiety Scale were used as data collection tools. In the analysis of the data, independent samples t-test, one-way analysis of variance (ANOVA), pearson product-moment correlation analysis were used. The relationship between mathematics self efficacy perception, motivation towards mathematics lesson and mathematics anxiety were calculated by path analysis. As a result of the research, a positive and moderately significant relationship was found between students' perceptions of mathematics self efficacy and their motivation towards mathematics course. A negative and moderately significant relationship was found between mathematics self efficacy perceptions and mathematics anxiety. A negative and moderately significant relationship was found between their motivation towards mathematics lesson and their mathematics anxiety. In addition, students' perceptions of mathematics self efficacy and mathematics anxiety differed significantly according to gender, participation in mathematics courses at school and previous semester mathematics grades. However, students' perceptions of mathematics self efficacy and mathematics anxiety did not differ significantly according to parental education level and family income level variables. While the motivation of the students for the mathematics lesson differed significantly according to the variables of mother's education level, participation in the mathematics course at school and previous semester mathematics report grade, it did not differ significantly according to the variables of gender, father's education level and family income level. According to the results of the path analysis, as the mathematics self efficacy perceptions of the 8th grade students increase, the motivation of the students towards the mathematics lesson increases and their mathematics anxiety level decreases. Keywords: Motivation towards mathematics lesson, Mathematics self efficacy perception, Mathematics anxiety, Secondary school students.
Açıklama
Fen Bilimleri Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
