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Bu araştırmanın amacı, ortaokul öğrencilerinin matematiğe yönelik tutumlarının incelenmesidir. Araştırma örneklemini 2018-2019 eğitim-öğretim yılında İstanbul ilinin altı farklı ilçesindeki birer ortaokul, özel ortaokul ve imam hatip ortaokulunda öğrenim gören toplam 1080 öğrenci oluşturmaktadır. Veri toplama aracı olarak Önal (2013) tarafından geliştirilmiş Matematiğe Yönelik Tutum Ölçeği (MTÖ) kullanılmış; toplanan veriler Mann-Whitney U ve Kruskal-Wallis H testleri kullanılarak yorumlanmıştır. Ortaokul öğrencilerinin matematiğe yönelik tutumları yüksek bulunmuştur. Öğrencilerin sınıf seviyesi arttıkça matematiğe yönelik tutumlarının daha olumsuz olduğu görülmüştür. Özel ortaokulda öğrenim gören, gelir seviyelerinin yüksek olduğunu düşünen, okul kurs/etütüne katılan, matematik dersi ortalaması yüksek olan, algıladıkları matematik başarıları yüksek olduğunu düşünen, matematik öğretmenini seven, anne ve baba eğitim seviyesi yüksek öğrencilerin matematiğe yönelik tutumlarının aynı analizdeki diğer gruplara göre daha yüksek olduğu sonucuna ulaşılmıştır. Kız ve erkek öğrenciler ile okul dışında takviye matematik dersi alan ve almayan öğrencilerin tutumları arasında fark bulunmamıştır.
The purpose of this research is to examine the attitudes of secondary school students towards mathematics. The research sample consists of a total of 1080 students studying in one of the secondary schools, private secondary schools and Islamic divinity secondary schools in six different districts of Istanbul in the academic year 2018-2019. The Attitudes towards Mathematics Scale developed by Önal (2013) was used as a data collection tool; collected data were interpreted using Mann-Whitney U and Kruskal-Wallis H tests. Secondary school students' attitudes towards mathematics were found high. As the grade level of the students increased, their attitudes towards mathematics were more negative. The attitudes of students who study at private secondary school, think that their income levels are high, attend school course/study, have a high average math lesson, think that they have high math achievement, love math teacher, and have higher education levels than parents in the same analysis. It was concluded that it was high. There was no difference between the attitudes of male and female students and those who took and did not take reinforcement mathematics courses outside of school.
The purpose of this research is to examine the attitudes of secondary school students towards mathematics. The research sample consists of a total of 1080 students studying in one of the secondary schools, private secondary schools and Islamic divinity secondary schools in six different districts of Istanbul in the academic year 2018-2019. The Attitudes towards Mathematics Scale developed by Önal (2013) was used as a data collection tool; collected data were interpreted using Mann-Whitney U and Kruskal-Wallis H tests. Secondary school students' attitudes towards mathematics were found high. As the grade level of the students increased, their attitudes towards mathematics were more negative. The attitudes of students who study at private secondary school, think that their income levels are high, attend school course/study, have a high average mathematics lesson, think that they have high mathematics achievement, love mathematics teacher, and have higher education levels than parents in the same analysis. It was concluded that it was high. There was no difference between the attitudes of male and female students and those who took and did not take reinforcement mathematics courses outside of school.
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