Abstract:

In this study, we investigate the relation of the mathematics attitude, perceived school culture and some demographic variables with mathematics achievement of secondary school students. We obtain the research data in the 2014-2015 academic year. The research was conducted with 600 students from 7th grade (53% female and 47% male) who are in four different middle-schools in the different locations of Gaziantep. In order to collect data, an instrument which consisting of three parts was used. These parts are “Personal Information Form, Math Attitude Scale-Thurstone Form and School Culture Scale”. Correlation coefficient, two samples independent t-test, one way analysis of variance (ANOVA) and multiple linear regression were used in the data analysis. After the analysis we found a significant and positive relation between math success and math attitude, school culture, class level, living with the parents, early childhood education, the grade average of the previous year, having own study room. Multiple linear regression results show that math attitude level, perceived school culture, class level, father education level, having self-room were significant predictors of mathematics achievement.

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