İlkokul öğrencilerinin matematik dersine yönelik korkuları ile matematik başarıları arasındaki ilişki
Küçük Resim Yok
Tarih
2022
Yazarlar
Dergi Başlığı
Dergi ISSN
Cilt Başlığı
Yayıncı
Niğde Ömer Halisdemir Üniversitesi
Erişim Hakkı
info:eu-repo/semantics/openAccess
Özet
Bu araştırmanın amacı, ilkokul öğrencilerinin matematik dersine yönelik korkuları ile matematik başarıları arasındaki ilişkiyi incelemektir. Bu nedenle araştırmada ilişkisel tarama modeli kullanılmıştır. Araştırmanın örneklemini 2020-2021 eğitim-öğretim yılında Hatay'ın Reyhanlı ilçesine bağlı devlet ilkokullarında öğrenim gören ve bu okullardan oranlı küme örnekleme yöntemi ile seçilen 396 ilkokul dördüncü sınıf öğrencisi oluşturmaktadır. Araştırmada veri toplama aracı olarak Başar ve Doğan (2020) tarafından geliştirilen "Matematik Korkusunun Nedenleri Ölçeği" ile araştırmacı tarafından geliştirilen "Matematik Başarı Testi" ve "Kişisel Bilgi Formu" kullanılmıştır. Araştırma sonuçlarına göre, ilkokul dördüncü sınıf öğrencilerinin matematik başarı düzeylerinin ve matematik korkularının orta-altı olduğu görülmüştür. Öğrencilerin matematik başarılarında cinsiyet değişkenine göre anlamlı bir farklılık görülmezken, matematik korkularında kız öğrenciler lehine anlamlı bir farklılık belirlenmiştir. Öğrencilerin matematik başarılarında ve matematik korkularında ailenin sosyo-ekonomik düzeyi değişkenine göre anlamlı bir farklılık bulunamamıştır. Öğrencilerin matematik başarılarında ve matematik korkularında anne eğitim düzeyi değişkenine göre anlamlı bir farklılık olduğu belirlenmiştir. Öğrencilerinin matematik başarılarında baba eğitim düzeyi değişkenine göre anlamlı bir farklılık olduğu belirlenirken, matematik korkularında ise baba eğitim düzeyi değişkenine göre anlamlı bir farklılık bulunamamıştır. Öğrencilerin matematik başarılarında okul öncesi eğitim alma değişkenine göre okul öncesi eğitim alan öğrenciler lehine anlamlı bir farklılık görülürken, matematik korkularında okul öncesi eğitim alma değişkenine göre anlamlı bir farklılık belirlenmemiştir. Pearson momentler çarpım korelasyon analizi sonucuna göre, öğrencilerin matematik başarıları ile matematik korkuları arasında negatif yönde yüksek ve anlamlı bir ilişki olduğu belirlenmiştir. Yapılan basit doğrusal regresyon analizi sonuçlarına göre elde edilen model anlamlı bulunmuştur. Aynı zamanda ilkokul dördüncü sınıf öğrencilerinin öğretmenden kaynaklı, çevreden kaynaklı, matematiğin yapısından kaynaklı ve öğrencinin kişilik özelliklerinden kaynaklı matematik korkularının matematik başarılarını yordama düzeyini belirlemeye yönelik yapılan çoklu doğrusal regresyon analizi sonuçlarına göre de elde edilen model anlamlıdır. Anahtar Kelimeler: Başarı, İlkokul, Korku, Matematik.
The aim of this study is to examine the relationship between primary school students' fears of mathematics and their mathematics achievement. For this reason, relational screening model was used in the research. The sample of the research consists of 396 primary school fourth grade students studying in public primary schools in Reyhanlı district of Hatay in the 2020-2021 academic year and selected from these schools by proportional cluster sampling method. In the research, "The Reasons for Fear of Mathematics Scale" developed by Başar and Doğan (2020) and "Mathematics Achievement Test" and "Personal Information Form" developed by the researcher were used as data collection tools. According to the results of the research, it was seen that the mathematics achievement levels and mathematics fears of the fourth grade primary school students were below medium. While no significant difference was observed in the mathematics achievement of the students according to the gender variable, a significant difference was determined in favor of female students in their fear of mathematics. No significant difference was found in students' mathematics achievement and mathematics fear according to the socio-economic level of the family. It was determined that there was a significant difference in students' mathematics achievement and mathematics fear according to the mother's education level variable. While it was determined that there was a significant difference in the mathematics achievement of the students according to the father education level variable, no significant difference was found in the mathematics fears according to the father education level variable. While there was a significant difference in favor of the students who received pre-school education according to the variable of receiving pre-school education, there was no significant difference in the mathematics fears of the students according to the variable of receiving pre-school education. According to the results of Pearson product-moment correlation analysis, it was determined that there was a high and significant negative correlation between students' mathematics achievement and their fear of mathematics. The model obtained according to the results of the simple linear regression analysis was found to be significant. At the same time, the model obtained according to the results of the multiple linear regression analysis conducted to determine the level of predicting the mathematics achievement of primary school fourth grade students' fear of mathematics originating from the teacher, the environment, the structure of mathematics and the personality traits of the student is also significant. Keywords: Success, Primary School, Fear, Mathematics.
The aim of this study is to examine the relationship between primary school students' fears of mathematics and their mathematics achievement. For this reason, relational screening model was used in the research. The sample of the research consists of 396 primary school fourth grade students studying in public primary schools in Reyhanlı district of Hatay in the 2020-2021 academic year and selected from these schools by proportional cluster sampling method. In the research, "The Reasons for Fear of Mathematics Scale" developed by Başar and Doğan (2020) and "Mathematics Achievement Test" and "Personal Information Form" developed by the researcher were used as data collection tools. According to the results of the research, it was seen that the mathematics achievement levels and mathematics fears of the fourth grade primary school students were below medium. While no significant difference was observed in the mathematics achievement of the students according to the gender variable, a significant difference was determined in favor of female students in their fear of mathematics. No significant difference was found in students' mathematics achievement and mathematics fear according to the socio-economic level of the family. It was determined that there was a significant difference in students' mathematics achievement and mathematics fear according to the mother's education level variable. While it was determined that there was a significant difference in the mathematics achievement of the students according to the father education level variable, no significant difference was found in the mathematics fears according to the father education level variable. While there was a significant difference in favor of the students who received pre-school education according to the variable of receiving pre-school education, there was no significant difference in the mathematics fears of the students according to the variable of receiving pre-school education. According to the results of Pearson product-moment correlation analysis, it was determined that there was a high and significant negative correlation between students' mathematics achievement and their fear of mathematics. The model obtained according to the results of the simple linear regression analysis was found to be significant. At the same time, the model obtained according to the results of the multiple linear regression analysis conducted to determine the level of predicting the mathematics achievement of primary school fourth grade students' fear of mathematics originating from the teacher, the environment, the structure of mathematics and the personality traits of the student is also significant. Keywords: Success, Primary School, Fear, Mathematics.
Açıklama
Eğitim Bilimleri Enstitüsü, Temel Eğitim Ana Bilim Dalı, Sınıf Öğretmenliği Bilim Dalı
Anahtar Kelimeler
Eğitim ve Öğretim, Education and Training
