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Bu çalışmanın amacı altıncı sınıf öğrencilerinin matematiksel ilişkilendirme öz yeterlikleri ile algılanan öğretmen duygusal destek, cinsiyet ve matematik başarıları arasındaki ilişkileri belirlemektir. İlişkisel tarama modelinin benimsendiği çalışmaya altıncı sınıf düzeyinde 138 kız, 121’i erkek olmak üzere toplamda 259 öğrenci katılmıştır. Çalışmanın veri toplama araçları matematiksel ilişkilendirme öz yeterlik ile algılanan öğretmen duygusal destek ölçeklerinden oluşmaktadır. Öğrencilerin matematik başarılarını belirlemek için dönem sonu matematik ders notları kullanılmıştır. Verilerin analizinde betimsel istatistiksel tekniklerin yanı sıra Spearman Brown Sıra Farkları korelasyon katsayısı, Mann Whitney U ile Kruskal Wallis testleri kullanılmıştır. Çalışmadan elde edilen bulgulara göre, öğrencilere yönelik algılanan öğretmen duygusal desteği artıkça öğrencilerin matematiksel ilişkilendirme öz yeterlik inanç zorluklarının azaldığı matematiği kullanma, matematiği kendi içerisinde ilişkilendirme, günlük yaşamla ilişkilendirme ve farklı disiplinlerle ilişkilendirme inançlarının ise arttığı belirlenmiştir. Diğer yandan matematiksel ilişkilendirme öz yeterlik ile cinsiyet değişkeni arasında anlamlı bir fark bulunmazken matematik başarısı ile anlamlı bir şekilde farklılaştığı tespit edilmiştir. Öğrencilerin matematik başarısı artıkça matematiksel ilişkilendirme öz yeterliklerinin de arttığı belirlenmiştir. Son olarak, çalışmadan elde edilen bulgulara yönelik bir takım önerilerde bulunulmuştur.
The aim of this study is to determine the relationship between the teacher's emotional support, gender and mathematical achievements that are perceived by the mathematical association skills of sixth grade students. The study, adopted by the Relational Scanning Model, included a total of 259 students, including 138 girls and 121 men, at the sixth grade. The data collection tools of the study; mathematical association consists of the teacher's emotional support scales perceived with self-capacity. Mathematical course notes were used to determine the mathematical achievements of students. In the analysis of the data, illustrative statistical techniques as well as Spearman Brown's sequence differences correlation ratio, Mann Whitney U and Kruskal Wallis tests have been used. According to the findings obtained from the study, the teacher’s emotional support perceived to students has been determined that students have reduced their difficulties in believing in mathematical connectivity; the use of mathematics, the association of mathematics within themselves, the association with daily life and the association with different disciplines have increased their beliefs. On the other hand, the mathematical association has been found that there is no meaningful difference between self-capacity and gender variable while mathematical success has been significantly differentiated. The mathematical success of students is now determined that the mathematical association skills are also increased. Finally, a series of suggestions for the findings obtained from the study were presented.
This study aims to investigation of sixth-grade students’ mathematical connection self-efficacy levels in terms of perceived teacher affective support, gender, and mathematics achievement. A total of 259 students, 138 girls, and 121 boys participated in the study, which was adopted the relational survey model. Data collection tools of the study; mathematical connection self-efficacy and perceived teacher affective support scales. End of term mathematics course notes was used to determine the students' mathematics achievement. In addition to the descriptive statistical techniques, Spearman-Brown Rank Differences correlation coefficient, Mann Whitney U, and Kruskal Wallis tests were used for data analysis. According to the findings obtained from the study, it was determined that as the perceived teacher affective support for the students increased, mathematical connection self-efficacy belief difficulties of the students decreased but using mathematics, associating mathematics in itself, associating with daily life, and associating with different disciplines increased. On the other hand, while there was no significant difference between mathematical connection self-efficacy and gender variable, it was found that mathematics achievement was significantly differentiated. As the students’ mathematics achievement increases, their mathematical connection self-efficacy is increased. Finally, several suggestions were made regarding the findings obtained from the study.
Alan : Eğitim Bilimleri
Dergi Türü : Uluslararası
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