Abstract:

In this study, it is aimed to investigate the relationship between the beliefs and attitudes of the secondary school students towards geometry and their mathematical achievements and general success scores. The extent to which the belief and attitude towards geometry predicts mathematics achievement and overall success is another subject. The study was designed with a quantitative method, screening model. Research, located on Turkey's Mediterranean Coast from secondary schools in the province chosen by simple random sampling 6 medium sized secondary school in 2019-2020 spring semester studying 490 (255 boys and girls 235) was carried out by secondary school students. As a data collection tool, “Personal Information Form tarafından developed by the researchers, Belief Scale for Geometry Ünlü developed by Ünlü and Ertekin (2018) and “Geometry Attitude Scale developed by Bulut, Ekici, İşeri and Helvacı (2002) were applied to secondary school students. Data were analyzed using t-test, ANOVA, Cohen’s f and Cohen’s d effect size values, correlation and multiple regression analysis methods. As a result of the data analysis, a significant positive relationship was found between the geometry beliefs and attitudes of middle school students and mathematics achievement and general success averages. In addition, geometry beliefs and attitudes were found to be significant predictors of mathematics achievement.

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