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Bu araştırmanın amacı, matematik derslerindesenaryo tabanlı öğrenme yöntemi kullanımının öğrencilerin tutumuna, öz yeterlik algısına ve matematik kaygısına olan etkisinin incelenmesidir. Çalışma nicel araştırma yöntemlerinden yarı deneysel desen modeli ile yapılmıştır. Çalışma grubunu 2016-2017 Eğitim Öğretim yılında bir devlet okulunda öğrenim görmekte olan 45 dokuzuncu sınıf öğrencisi oluşturmuştur. Araştırmanın verileri “Matematiğe Yönelik Tutum Ölçeği”, “Matematiğe Karşı Öz Yeterlik Algısı Ölçeği” ve “Matematik Kaygısı Değerlendirme Ölçeği” ile toplanmıştır. Normal dağılım gösterdiği belirlenen verilere parametrik testler uygulanmıştır. Araştırmanın sonucunda senaryo tabanlı öğrenme yönteminin deney grubu öğrencilerinin öz yeterlik algısı ön test ve son test puanları arasında anlamlı farklılık ortaya çıkardığı görülmüştür. Buna ilave olarak senaryo tabanlı öğrenme yönteminin öğrencilerin matematiğe yönelik tutumuna ve matematik kaygılarına etki etmediği sonucuna ulaşılmıştır.
The purpose of this research is to study the impact of the use of the mathematical-based learning method on students’ attitude, self-capacity perception and mathematical concerns. The study was done with a semi-experimental pattern of quantum research methods. The work group was formed by 45 ninth-class students who are studying in a public school in the 2016-2017 Education teaching year. The data of the study were collected with the "Matematics Attitude" and "Matematics Self-Competence Measurement" and "Matematical Anxiety Assessment" and "Matematical Anxiety Assessment". Parametric tests have been applied to the normally distributed data. The study found that the scenario-based learning method revealed a significant difference between the self-capacity perception of the students' experimental group's pre-test and final test scores. In addition, the conclusion is that the scenario-based learning method does not affect the attitude of students towards mathematics and mathematical concerns.
The purpose of this study is to examine the effects of Scenario based learning methodon students' math attitude and anxiety, math self-efficacy perception. The study was conducted with quasi-experimental design model of quantitative research methods. The sample of the study consisted of 45 the nineth grade students are studying in a public school in the 2016-2017 academic year. The data of the study were collected by “Attitude Scale towards Math”, “Self-efficacy Perception Scale against Math” and “Math Anxiety Assessment Scale”. Parametrical tests were applied to the data determined to be normal distribution. As a result of the study, it was seen that Scenario based learning method revealed a significant difference between the self-efficacy perception and the pre-test and post-test scores of the experimental group students. In addition to this it was concluded that Scenario based learning did not affect students' attitude towards math and their math anxiety.
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