Bu çalışmanın temel amacı, altıncı sınıf öğrencilerinin matematik öğrenme yaklaşımları, algılanan öğretmen yapıcı duygusal destek ve matematik başarıları arasındaki ilişkiyi belirlemektir. Araştırmaya 416 altıncı sınıf öğrencisi katılmıştır. Araştırmaya katılan öğrencilerin %54.3’ü (n=226) kız, %45.7’si (n=190) erkektir. Çalışmada veri toplama aracı olarak, Algılanan Öğretmen Yapıcı Duygusal Destek ile Matematik Öğrenme Yaklaşımları ölçekleri kullanılmıştır. Öğrencilerin matematik başarılarını belirlemek için dönem sonu matematik not ortalamaları kullanılmıştır. Verilerin analizinde, Pearson momentler çarpımı korelâsyon katsayısı ve çoklu doğrusal regresyon kullanılmıştır. Elde edilen bulgulara göre, öğrencilerin matematik başarıları ile derinlemesine öğrenme yaklaşımı, yüzeysel öğrenme yaklaşımı, stratejik öğrenme yaklaşımı ve algılanan öğretmen yapıcı duygusal destek arasında anlamlı ilişkiler tespit edilmiştir. Çoklu regresyon analiz sonuçlarına göre, matematik öğrenme yaklaşımları ile algılanan öğretmen yapıcı duygusal destek matematik başarısındaki varyansın %26’sını açıklamıştır. Aynı zamanda algılanan öğretmen duygusal destek ile öğrenme yaklaşımları matematik başarısının anlamlı yordayıcıları olmuştur. Elde edilen bulgular ışığında birtakım önerilerde bulunulmuştur.
The main objective of this study is to determine the relationship between the math learning approaches of sixth class students, the perceived teacher's constructive emotional support and math successes. The study included 416 sixth-class students. 54.3 percent of the students who participated in the study (n=226) were girls and 45.7 percent (n=190) were men. As a data collection tool in the study, the scale of the Mathematical Learning Approaches with the Perceived Teacher's Constructive Emotional Support was used. The mathematical score average is used to determine the mathematical achievements of students at the end of the semester. In the analysis of the data, Pearson moments have been used as a correlation ratio and multi-linear regression. According to the findings obtained, the student’s mathematical achievements have identified meaningful relationships between the deep learning approach, the surface learning approach, the strategic learning approach and the perceived teacher’s constructive emotional support. According to the results of multiple regression analysis, the teacher, perceived by mathematical learning approaches, explained 26% of the variation in mathematical success. The teachers also perceived learning approaches with emotional support have been meaningful contributors to mathematical success. In the light of the findings, a number of recommendations have been made.
In this study, the relationship between sixth grade students' mathematics learnig approaches and perceived teacher constructive affective support and mathematics achievements was examined. 416 sixth grade students participated in the study. 54.3% (n=226) of the students participating in the research are girls and 45.7% (n=190) are boys. In the study, Perceived Teacher Constructive Affective Support and Mathematics Learning Approaches scales were used as data collection tools. Mathematics grade point averages were used to determine the mathematics achievement of the students. In analyzing the data, Pearson moments multiplication correlation coefficient and multiple linear regression were used. According to the findings, significant relationships were found between sixth grade students' mathematics achievements and perceived teacher constructive affective support, deep learning approach, surface learning approach and strategic learning approach. According to multiple regression analysis results, mathematics learning approaches and perceived teacher constructive affective support explained 26% of the variance in mathematics achievement. In addition, perceived teacher constructive affective support and learning approaches have been significant predictors of mathematics achievement. In the light of the findings, some suggestions were made.
Alan : Sosyal, Beşeri ve İdari Bilimler
Dergi Türü : Uluslararası
Benzer Makaleler | Yazar | # |
---|
Makale | Yazar | # |
---|