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Bu araştırmada, matematik dersine yönelik tutumu ile matematik başarısı arasındaki ilişkiyi inceleyen araştırmalarının sonuçlarının meta-analiz yöntemi ile sentezlenerek yeni araştırmalar için daha kapsamlı sonuç ortaya çıkarmak amaçlanmıştır. Araştırmada Türkiye’de yapılmış matematik dersine yönelik tutum ile matematik başarısı arasındaki ilişkiyi inceleyen araştırmalar “YÖK Ulusal Tez Merkezi”, “Ulakbim” ve “Google Scholar” veri tabanlarında taranmıştır. 2003-2017 yılları arasında yayımlanmış 19 araştırma meta-analize dahil edilerek toplam 7682 kişilik örneklem grubundan elde edilen veriler sentezlenmiştir. Analiz sonucunda matematik dersine yönelik tutumu ile matematik başarısı arasında rassal etkiler modeline göre bulunan etki büyüklüğünün (r=.327) pozitif yönde ve orta düzeyde olduğu sonucuna ulaşılmıştır. Araştırmada, öğrenim kademesi ile yayım türüne göre karşılaştırmalı etki büyüklükleri de hesaplanmıştır. Öğrenim kademesi için yapılan moderatör analizleri sonucunda, ortaokul (r=.345) ve lise (r=.419) kademesinde yapılan araştırmalarda matematik başarısı ve tutumu arasındaki ilişkinin pozitif yönde, orta düzeyde ve anlamlı olduğu, üniversite (r=-.028) kademesindeki ilişkinin ise negatif yönde, zayıf düzeyde ve anlamlı olduğu bulunmuştur. Yayım türüne göre ise anlamlı bir farklılaşma bulunmamıştır.
This study aims to reveal more comprehensive results for new research by synthesizing the results of its research that studies the relationship between the attitude towards the mathematical course and the success of mathematics. The research that studies the relationship between the attitude towards the math course in Turkey and math success has been scanned in the "YÖK National Thesis Center", "Ulakbim" and "Google Scholar" databases. 19 studies published between 2003 and 2017 included meta-analysis and the data obtained from a sample group of a total of 7682 people were synthesized. The scale of the impact between the attitude towards the mathematical course and the success of mathematics according to the model of racial effects (r=. The result was achieved in a positive direction and in a medium level. In the study, comparative impact sizes are also calculated according to the degree of study and the type of publication. According to the moderators’ analysis for the degree of learning, research at the high school (r=.345) and high school (r=.419) found that the relationship between mathematical success and attitude is positive, medium and meaningful, and the relationship at the university (r=-.028) is negative, weak and meaningful. According to the type of publication, there was no meaningful differentiation.
In this study, it is aimed to present a more comprehensive result for new researches by synthesizing the results of the research which examines the relationship between the attitude towards mathematics and mathematics achievement. The YÖK National Thesis Center, Ulakbim and Google Scholar databases were searched to find relevant research. In this direction it has been published between the years 2003-2017 and a total of 7682 sample group data were synthesized by including 19 research that examined the relationship between students' attitudes towards mathematics and mathematics achievement in Turkey. As a result of the meta-analysis, it was concluded that the effect size (r = .327) was found to be positive and medium level according to the random effects model between the attitude towards mathematics and mathematics achievement. Comparative effect sizes were calculated according to education level and type of publication. As a result of the moderator analysis conducted for the education level, it was found that the relationship between mathematics achievement and attitude in secondary school (r = .345) and high school (r = .419) level was positive, moderately and significantly, university (r = -. 028). The relationship was found to be negative and weak. There was no significant difference according to the type of publication.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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