Ortaokul öğrencilerinde üstbiliş ve özdüzenleme becerilerinin matematiksel güvene etkisi
Küçük Resim Yok
Tarih
2023
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Bayburt Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın iki temel amacı vardır: (i) ortaokul öğrencilerinin matematiksel güvenlerinde bazı değişkenlerin etkisini araştırmak, (ii) ortaokul öğrencilerinin matematiksel güvenleri ile üst bilişleri ve öz düzenleme becerileri arasındaki ilişkiyi incelemektir. Bu çalışmada nicel araştırma yöntemlerinden ilişkisel tarama deseni kullanılmıştır. Araştırmanın örneklemini Türkiye'nin doğusundaki bir ilde ortaokul düzeyinde öğrenim gören 932 ortaokul öğrencisi oluşturmaktadır. Araştırma 2022-2023 eğitim öğretim yılı 1. döneminde gerçekleştirilmiştir. Çalışmanın verileri matematiksel güven ölçeği, öz düzenleme becerileri ölçeği ve üst biliş ölçeği ile elde edilmiştir. Ayrıca öğrencilere sunulan formda demografik özelliklere yönelik sorularda bulunmaktadır. Elde edilen veriler SPPS programı ile betimsel istatistik yöntemleri (frekans, yüzde hesabı, ortalama, standart sapma) ve kestirimsel istatistik yöntemi (bağımsız örneklem t testi, ANOVA ve korelasyon hesaplaması) kullanılarak yapılmıştır. Normal dağılım gösteren verilere parametrik testler uygulanmıştır. Bağımsız T-testi, ANOVA ve korelasyon varsayımlarının kontrolü yapılmış ve bu testlerin uygulaması uygun bulunmuştur. Sonuçlar p=.05 anlamlılık düzeyinde değerlendirilmiştir. Araştırma sonucu Pearson korelasyon kat sayısına bakıldığında matematiksel güvenin üst biliş ve öz düzenleme ile pozitif yönlü yüksek düzeyde ilişki varlığı ortaya koyulmuştur. Diğer değişkenler incelendiğinde matematiksel güven ve cinsiyet arasında ilişki varlığı görülmemiştir. Sınıf düzeyi ve matematiksel güven arasındaki ilişki Welch testine bakılarak anlamlı olduğu görülmüştür. Bununla birlikte sınıf düzeyleri arasında karşılaştırma yapmak için Tamhane's T2 çoklu karşılaştırma testi yapılmış ve bunun sonucunda 5.sınıftan 8.sınıfa doğru gittikçe matematiksel güvenin azaldığı tespit edilmiştir. Son olarak matematiksel güven ve matematik notu arasındaki ilişki Pearson korelasyon kat sayısına bakılarak pozitif yönlü orta düzeyli ilişki varlığı görülmüştür.
This research has two main purposes: (i) to investigate the effect of some variables on the mathematical confidence of secondary school students, (ii) to examine the relationship between secondary school students' mathematical confidence and their metacognition and self-regulation skills. In this study, relational survey design, one of the quantitative research methods, was used. The sample of the research consists of 932 secondary school students studying at the secondary school level in a province in the east of Turkey. The research was conducted in the first semester of the 2022-2023 academic year. The data of the study were obtained with the mathematical confidence scale, self-regulation skills scale and metacognition scale. Additionally, the form presented to students includes questions regarding demographic characteristics. The data obtained were made using descriptive statistical methods (frequency, percentage calculation, mean, standard deviation) and predictive statistics method (independent sample t test, ANOVA and correlation calculation) with the SPPS program. Parametric tests were applied to normally distributed data. Independent T-test, ANOVA and correlation assumptions were checked and the application of these tests was found appropriate. The results were evaluated at the p=.05 significance level. As a result of the research, when the Pearson correlation coefficient was examined, it was revealed that mathematical confidence had a high positive relationship with metacognition and self-regulation. When other variables were examined, no relationship was found between mathematical confidence and gender. The relationship between grade level and mathematical confidence was found to be significant using the Welch test. However, Tamhane's T2 multiple comparison test was conducted to make comparisons between grade levels, and as a result, it was determined that mathematical confidence decreased from the 5th grade to the 8th grade. Finally, by looking at the Pearson correlation coefficient, the relationship between mathematical confidence and mathematics grade revealed a positive, medium-level relationship.
This research has two main purposes: (i) to investigate the effect of some variables on the mathematical confidence of secondary school students, (ii) to examine the relationship between secondary school students' mathematical confidence and their metacognition and self-regulation skills. In this study, relational survey design, one of the quantitative research methods, was used. The sample of the research consists of 932 secondary school students studying at the secondary school level in a province in the east of Turkey. The research was conducted in the first semester of the 2022-2023 academic year. The data of the study were obtained with the mathematical confidence scale, self-regulation skills scale and metacognition scale. Additionally, the form presented to students includes questions regarding demographic characteristics. The data obtained were made using descriptive statistical methods (frequency, percentage calculation, mean, standard deviation) and predictive statistics method (independent sample t test, ANOVA and correlation calculation) with the SPPS program. Parametric tests were applied to normally distributed data. Independent T-test, ANOVA and correlation assumptions were checked and the application of these tests was found appropriate. The results were evaluated at the p=.05 significance level. As a result of the research, when the Pearson correlation coefficient was examined, it was revealed that mathematical confidence had a high positive relationship with metacognition and self-regulation. When other variables were examined, no relationship was found between mathematical confidence and gender. The relationship between grade level and mathematical confidence was found to be significant using the Welch test. However, Tamhane's T2 multiple comparison test was conducted to make comparisons between grade levels, and as a result, it was determined that mathematical confidence decreased from the 5th grade to the 8th grade. Finally, by looking at the Pearson correlation coefficient, the relationship between mathematical confidence and mathematics grade revealed a positive, medium-level relationship.
Açıklama
Lisansüstü Eğitim Enstitüsü, Matematik ve Fen Bilimleri Eğitimi Ana Bilim Dalı, Matematik Eğitimi Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
