Author :
Abstract
Bu çalışmanın amacı öğrencilerin matematik dersine yönelik tutumları üzerinde etkili olan faktörlerin ve öğretmenin cinsiyetinin bu durum üzerindeki etkisini belirlemek, özellikle matematik kaygısının oluşum nedenlerini irdelemektir. Araştırmanın evreni 2018-2019 eğitim öğretim yılı Van ili merkezindeki okullarda öğrenim görmekte olan 75’i (%58.1) kız, 54’ü (%41.9) erkek olmak üzere ilköğretim 6. sınıfa giden toplam 129 öğrenciden oluşmuştur. Araştırmadan elde edilen veriler SPSS (Statistical Package for Social Sciences) Paket Programıyla analiz edilmiştir. Araştırmada veri toplama aracı olarak iki bölümden oluşan anket tekniği kullanılmıştır. Anketin birinci bölümü öğrencilerin demografik özelliklerini belirlemeye yönelik kişisel bilgi formu iken ikinci bölüm ise matematik dersine yönelik öğrenci tutumlarının belirlenmesinde kullanılan Matematik Tutum Ölçeği’dir. Çalışmadan elde edilen verilerin analizi neticesinde öğrencilerin matematik dersine yönelik tutumlarının orta düzeyde olumlu olduğu görülmüştür. Yine yapılan istatistiksel analizler neticesinde öğrencilerin, matematik dersini sevdiğini ifade edenlerin, öğretmenin matematik dersi sunumundan memnun olduğunu ifade edenlerin, anne-babası öğrenciye karşı övücü tutum sergileyen öğrencilerin matematik dersine yönelik tutumlarının anlamlı şekilde daha olumlu olduğu görülmüştür. Yapmış olduğumuz çalışmada anne-baba eğitim düzeyinin, öğrencilerin kardeş sayısının öğrencilerin matematik dersine yönelik tutumları üzerinde anlamlı bir farklılığa neden olmadığı görülmüştür. Ayrıca öğretmenin cinsiyetinin matematik dersine yönelik tutum üzerinde anlamlı bir etkisinin olmadığı görülmüştür.
Keywords
Abstract
The aim of this study is to determine the factors that affect students' attitudes towards mathematics lesson and the effect of teacher's gender on this situation, especially to examine the causes of mathematics anxiety. The universe of the research consisted of 129 students, 75 (58.1%) girls and 54 (41.9%) boys, who were studying at schools in the city center of Van in the 2018-2019 academic year. The data obtained from the research were analyzed with the SPSS (Statistical Package for Social Sciences) Package Program. Questionnaire technique consisting of two parts was used as a data collection tool in the research. While the first part of the questionnaire is the personal information form to determine the demographic characteristics of the students, the second part is the Mathematics Attitude Scale, which is used to determine the students' attitudes towards the mathematics lesson. As a result of the analysis of the data obtained from the study, it was seen that the attitudes of the students towards the mathematics lesson were moderately positive. Again, as a result of the statistical analysis, it was seen that the attitudes of the students who stated that they liked the mathematics lesson, those who stated that they were satisfied with the teacher's presentation of the mathematics lesson, and those whose parents were praising the students towards the mathematics lesson were significantly more positive. In our study, it was seen that the education level of the parents and the number of siblings of the students did not cause a significant difference on the attitudes of the students towards the mathematics lesson. In addition, it was seen that the gender of the teacher did not have a significant effect on the attitude towards the mathematics lesson.
Keywords
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