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Bu çalışmanın amacı, ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerilerini ve matematik öz yeterlik algılarını belirlemek, cinsiyet, sınıf seviyesi ve karne notu değişkenleri açısından incelemektir. Araştırmanın örneklemini 2019-2020 eğitim öğretim yılı, Kayseri ili Kocasinan ilçesinde bulunan sosyo-ekonomik ve sosyo-kültürel şartlar bakımından orta düzey bir devlet okulunun 5, 6, 7 ve 8. sınıfında öğrenim gören toplam 421 öğrenci oluşturmaktadır. Tarama yönteminin kullanıldığı araştırmada veriler problem çözmeye yönelik yansıtıcı düşünme becerisi ve matematik öz yeterlik algısı ölçeği kullanılarak bir araya getirilmiş ve Mann Whitney U, Kruskal Wallis ve Spearman Korelasyonu ile analiz edilerek değerlendirilmiştir. Elde edilen bulgulara göre ortaokul öğrencilerinin problem çözmeye yönelik yansıtıcı düşünme becerisi ile matematik öz yeterlik algısı ölçeğinden aldıkları toplam puanlar arasında orta düzeyde, pozitif ve anlamlı bir ilişki olduğu görülmüştür. Ayrıca cinsiyete göre yansıtıcı düşünme beceri puanları ile öz yeterlik algısı puanları arasında istatistiksel olarak anlamlı farklılık bulunmazken sınıf düzeyi ve karne notuna göre alt gruplarda istatistiksel olarak anlamlı farklılık bulunmuştur. Beşinci sınıf ortaokul öğrencilerinin yansıtıcı düşünme becerileri sekizinci sınıf ortaokul öğrencilerinin yansıtıcı düşünme becerilerinden, beşinci sınıf ortaokul öğrencilerinin öz yeterlik algıları yedinci sınıf ortaokul öğrencilerinin öz yeterlik algılarından istatistiksel olarak yüksek bulunmuştur. Karne notu 5 olan öğrencilerin ise yansıtıcı düşünme becerileri ile öz yeterlik algılarının karne notu 1-2 olanlar, 3 olanlardan ve 4 olanlardan istatistiksel olarak anlamlı düzeyde yüksek olduğu belirlenmiştir.
The aim of this study is to identify the reflective thinking skills of high school students to solve problems and the perceptions of mathematical self-capacity, to study in terms of gender, class level and body score variables. The examples of the study 2019-2020 educational year, Kayseri or Kocasinan, consist of a total of 421 students studying in the 5th, 6th, 7th and 8th classes of a medium-level public school in terms of socio-economic and socio-cultural conditions. In the research that used the scan method, the data was combined using the scale of reflective thinking and mathematical self-capacity perception to solve problems and was evaluated by analysing with Mann Whitney U, Kruskal Wallis and Spearman Correlation. According to the findings obtained, there has been a positive and meaningful relationship between high school students’ reflecting thinking skills to solve problems and the total scores they obtain from the scale of mathematical self-capacity perception. There was also no statistically significant difference between the gender-reflecting thinking skills points and the self-capability perception points, while statistically significant difference was found in the subgroups according to class level and body score. The reflective thinking skills of the fifth-class high school students have been statistically high from the reflective thinking skills of the eighth-class high school students, the self-capacity perceptions of the fifth-class high school students have been statistically high from the self-capacity perceptions of the seventh-class high school students. Students with a score of 5 and reflecting thinking skills and self-capacity perceptions have been determined to be statistically significantly higher than those with a score of 1-2 and those with a score of 3 and those with a score of 4.
This study aims to determine the reflective thinking skills and mathematics self-efficacy perceptions of middle school students in terms of problem-solving in terms of gender, grade level, and mathematics exam scores. The sample was 421 5th, 6th, 7th, and 8th graders of a middle school in terms of medium level socio-economic and socio-cultural conditions in Kocasinan, Kayseri in 2019-2020. The survey method was used. The reflective thinking scale and mathematics self-efficacy perception scale for problem-solving were administered and analyzed with the Mann Whitney U, Kruskal Wallis, and Spearman Correlation. According to the findings, there was a moderate, positive, and significant relationship between reflective thinking skills and mathematics self-efficacy perception for problem-solving scale. Also, there was no significant mean difference between girls and boys in reflective thinking skill and mathematics self-efficacy perception for problem-solving. Still, a significant mean difference was found across grade levels and mathematics scores. The reflective thinking skills of 5th grade students were higher than the reflective thinking skills of 8th grade students. The self-efficacy perceptions of the 5th grade were higher than the self-efficacy perceptions of the 7th grade. Reflective thinking skills and self-efficacy perceptions of students with a mathematic score of 5 were significantly higher than those with a mathematic score of 1-2, 3, and 4.
Field : Eğitim Bilimleri
Journal Type : Uluslararası
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