Citation Number
12
Views
49
Downloands
13
Bu araştırmanın amacı, sekizinci sınıf öğrencilerinin farklı problem kurma durumlarında geometri problemi kurma becerileri ile geometriye yönelik öz-yeterlik inançları arasındaki ilişkiyi incelemektir. Bunun yanında öğrencilerin geometri problemi kurma becerileri cinsiyet, anne-baba eğitim durumu, genel akademik başarı ve matematik dersi başarısı açısından araştırılmıştır. Tarama modeli ile yürütülen çalışmanın örneklemini sekizinci sınıfta öğrenim görmekte olan 151 öğrenci oluşturmuştur. Araştırmacılar tarafından geliştirilen “Geometri Problemi Kurma Testi” ve Cantürk-Günhan ve Başer (2007) tarafından geliştirilen “Geometriye Yönelik Öz-Yeterlik Ölçeği” veri toplama araçları olarak kullanılmıştır. Verilerin analizi sonucunda öğrencilerin geometri problemi kurma testi puanlarının cinsiyete göre anlamlı farklılık göstermediği ancak anne-baba eğitim durumlarına göre anlamlı bir farklılık gösterdiği bulunmuştur. Öğrencilerin geometri problemi kurma testi puanlarının hem genel akademik başarılarına göre hem de matematik dersindeki başarılarına göre anlamlı bir farklılık gösterdiği belirlenmiştir. Ayrıca öğrencilerin geometri problemi kurma becerileri ile geometriye yönelik öz-yeterlik inançları arasında orta düzeyde ve anlamlı bir ilişki olduğu ortaya çıkmıştır.
The aim of this study is to explore the relationship between the skills of eighth-class students to make geometry problems in different problems and the beliefs of self-sufficiency towards geometry. In addition, the geometry problem-making skills of students have been studied in terms of gender, parent-educational status, general academic success and math class success. The examples of the study conducted by the screening model were made by 151 students who were studying in the eighth class. The "Geometry Problem Creation Test" developed by researchers and the "Geometry Oriented Self-Capacity Scale" developed by Cantürk-Günhan and Başer (2007) were used as data collection tools. The analysis of the data found that students' geometry problem-making test scores did not show significant differences according to gender but showed significant differences according to their educational conditions. It has been determined that the geometry problem-making test scores of students differ significantly according to both their overall academic achievements and their achievements in mathematics courses. It has also revealed that there is a mid-level and meaningful relationship between the students’ geometry problem-making skills and their self-sufficiency beliefs towards geometry.
The aim of this research is to investigate the relationship between geometry problem posing skills and self-efficacy beliefs towards geometry of the eighth grade students in different problem posing situations. In addition, geometry problem posing skills of the students has been researched in terms of gender, parental education status, general academic success and mathematics course success. The sample of the study conducted by the survey model was composed of 151 students who were studying in the eighth grade. The "Geometry Problem Posing Test" developed by the researchers and the "Self-Efficacy Scale Toward Geometry" developed by Cantürk-Günhan and Başer (2007) were used as data collection tools. As a result of the analysis of data, it was found that the scores of the students' geometry problem posing test did not show any significant difference according to the gender but they showed a significant difference according to the educational status of the parents. It has been determined that students' geometry problem posing test scores show a significant difference according to both general academic achievement and mathematics achievement. Moreover, it was found that there is a moderate correlation and significant relationship between geometry problem posing skills of students and their self-efficacy beliefs towards geometry.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
Article Detail 
Citation Owners
Similar Articles
Download PDF
Journal Information
Listen Paper
Print This Page
Share
Mendeley
