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Bu araştırmanın amacı, ortaokul öğrencilerinin matematik dersine yönelik değer algılarını bazı değişkenler bakımından incelemektir. Araştırma, betimsel tarama yöntemi kullanılarak yürütülmüştür. Bu araştırmanın çalışma grubunu Uşak ilinde öğrenim gören toplam 382 ortaokul öğrencisi oluşturmaktadır. Çalışma grubunun 189’u kız ve 193’ü erkek olup 76’sı beşinci sınıf, 79’u altıncı sınıf, 105’i yedinci sınıf ve 122’si sekizinci sınıfta öğrenim görmektedir. Veriler “Kişisel Bilgi Formu” ve “Matematik Dersi Değer Algısı Ölçeği” kullanılarak toplanmıştır. Verilerin analizinde SPSS 17.0 paket programı kullanılmış olup değişkenlere bağlı olarak bağımsız örneklemler t-testi, tek yönlü ANOVA ve Pearson korelasyon testi yapılmıştır. Bu araştırma sonuçları öğrencilerin matematik dersi değer algılarının olumlu olduğunu ve cinsiyete göre farklılaşmadığını göstermiştir. Araştırmada matematik dersi değer algılarının sınıf düzeyi, yerleşim yeri, anne ve babanın eğitim düzeyine göre anlamlı fark gösterdiği belirlenmiştir. Ayrıca matematik dersine yönelik değer algısı ile matematik başarısı, öğretmeni sevme ve matematik dersine önem verme düzeyleri arasında pozitif yönlü orta düzeyde anlamlı bir ilişki saptanmıştır.
The aim of this study is to examine the middle school students' perceptions of value towards math lesson in terms of some variables. This study was conducted with the survey method. The participants consisted of 286 middle school students studying in the province of Uşak, Turkey. Of the participants, 130 were girls and 156 were boys, 52 were fifth grade, 59 were sixth grade, 78 were seventh grade and 97 were eighth grade. Data were collected by using a "Personal Information Form" and the "Perception of Value Scale for Mathematics Lesson". Data were analyzed with the SPSS 17.0 package program using independent samples t-test, one-way variance analysis (ANOVA), and Pearson correlation tests. Results of this study showed that middle school students' perceptions of value towards math lessons were positive and did not differ significantly according to gender. It was found that students' perceptions of value differed significantly according to the grade level, education level of parents and the place of settlement. It was also found that there was a positive and moderately significant relationship between perception of value towards math lesson, math achievement, perception of importance for math and loving math teacher.
The aim of this study is to examine the middle school students’ perceptions of value towards mathematics lesson in terms of some variables. This study was conducted with survey method. The participants consisted of 286 middle school students studying in the province of Uşak, Turkey. Of the participants, 130 were girls and 156 were boys, 52 were fifth grade, 59 were sixth grade, 78 were seventh grade and 97 were eighth grade. Data were collected by using a “Personal Information Form” and the “Perception of Value Scale for Mathematics Lesson”. Data were analyzed with the SPSS 17.0 package program using independent samples t-test, one-way variance analysis (ANOVA), and Pearson correlation tests. Results of this study showed that middle school students' perceptions of value towards mathematics lessons were positive and did not differ significantly according to gender. It was found that students’ perceptions of value differed significantly according to the grade level, education level of parents and the place of settlement. It was also found that there was a positive and moderately significant relationship among perception of value towards mathematics lesson, mathematics achievement, perception of importance for mathematics and loving math teacher.
Alan : Fen Bilimleri ve Matematik
Dergi Türü : Uluslararası
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