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FARKLI BAŞARI DÜZEYİNDEKİ ÖĞRENCİLERİN MATEMATİK BAŞARISINI ETKİLEYEN FAKTÖRLERE İLİŞKİN GÖRÜŞLERİ

Yıl 2025, Cilt: 34 Sayı: 1, 346 - 365, 30.04.2025

Özge Can Aran , Hatice Ekemen

https://doi.org/10.35379/cusosbil.1369822

Öz

Bu çalışmanın amacı, farklı başarı düzeyine sahip ortaokul öğrencilerinin matematik dersine ilişkin görüşlerini ortaya çıkarmaktır. Nitel araştırma deseninin kullanıldığı bu çalışmada, yüksek, orta ve düşük başarı düzeyi olmak üzere üç gruba ayrılan 36 ortaokul öğrencisi ile görüşülmüştür. Görüşmeler matematik başarısını etkileyen faktörlere odaklanmıştır. Bulgular, matematik dersine ilişkin tutum ve inançlar, öz yeterlilik ve öğretme-öğrenme süreçleri olmak üzere üç tema altında sunulmuştur. Bu çalışmanın sonuçları, yüksek, orta ve düşük başarı gösteren öğrencilerin büyük çoğunluğunun tutum ve inançlar temasında matematik dersinin günlük yaşamda gerekli olduğu ve öz yeterlilik temasında matematik derslerinde başarılı olacaklarına inandıkları noktasında görüş birliğine vardıklarını göstermiştir. Ayrıca, öğretme-öğrenme süreci teması için öğrencilerin çoğu, dersin eğlenceli bir şekilde işlenmesinin matematik öğrenmeyi kolaylaştırdığını, sınıftaki gürültünün ise öğrenmeyi zorlaştırdığını belirtmişlerdir. Ayrıca bu araştırmada, yüksek başarı gösteren öğrenciler, diğer başarı düzeyindeki öğrencilerden farklı olarak, disiplinli olduklarını, meta-bilişsel becerilere sahip olduklarını, pekiştireç kullanımının, bireyselleştirilmiş öğretimin ve proje ödevi verilmesinin matematik öğrenmeyi kolaylaştırdığını, zor formüller, aynı içeriğin çok fazla vurgulanması, ön bilgi eksikliği ve öğretmen kalitesinin matematiği öğrenmeyi zorlaştırdığını da ifade etmişlerdir. Ayrıca, yalnızca ortalama başarı gösteren öğrenciler matematiğin okul not ortalaması için gerekli olduğunu ve ezber gerektiren bir ders olduğunu, konunun öneminin anlatılmasının matematik öğrenmeyi kolaylaştırdığını, öğrencilerin derse odaklanamamalarının ise öğrenmeyi zorlaştırdığını belirtmişlerdir. Ayrıca sadece düşük başarı gösteren öğrenciler matematiği işkence, üst sınıflar için gerekli ve emek gerektiren bir ders olarak gördüklerini, derse katılımın ve öğretmenlerin ilgisinin matematiği öğrenmeyi kolaylaştırdığını, fiziksel koşulların kötü olması, matematiğin soyut olması ve çok fazla yazı yazılmasının ise matematiği zorlaştırdığını ifade etmişlerdir.

Anahtar Kelimeler

Başarı Matematik Ortaokul

Kaynakça

  • Arseven, A. (2016). Öz yeterlilik: Bir kavram analizi. Electronic Turkish Studies, 11(19), 63-80. http://dx.doi.org/10.7827/TurkishStudies.10001
  • Bandura, A. (1997). Self efficacy: The exercise of control. W.H. Freeman and Company.
  • Baykul, Y. (2020). Ortaokulda matematik öğretimi (5-8.Sınıflar). Pegem Akademi
  • Bloom, B. (2016). Human caharacteristics and school learning (D. A. Öztürk, Trans.). Pegem Yayıncılık.
  • Bol, L., & Berry, R. (2005). Secondary mathematics teachers' perceptions of the achievement gap. The High School Journal, 88(4), 32-45. https://www.jstor.org/stable/40364254
  • Brett, A. & Smith, M., Price, E. & Huitt, W. (2012). Overview of the Affective Domain. file:///C:/Users/User/Downloads/Affective_Domain_1_Overview_of_the_Affective_Domai%20(1).pdf
  • Burrus, J. & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 50, 246-251. https:// doi.org/10.1016/j.lindif.2016.08.019
  • Çelik, N. G., & Şengül, S. (2005). Tam öğrenme yönteminin ilköğretim 6. sınıf matematik öğrencilerinin akademik başarıları ile kalıcılık düzeylerine etkisi [The Effect of mastery learning method on the achievement and retention level of 6th grade primary school students in the mathematics class]. Journal of Uludağ University Faculty of Education, 18(1),107-122.
  • Çiftci, S. K. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory and Practice, 15(6), 1487-1501. doi: 10.12738/estp.2015.6.2829
  • Department for Education (2020). National curriculum in England: Mathematics programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study
  • Dursun, Ş., & Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2).
  • Ertürk, Z., & Akan, O. E. (2018). TIMSS 2015 matematik başarısını etkileyen değişkenlerin yapısal eşitlik modeli ile incelenmesi. Ulusal Eğitim Akademisi Dergisi, 2(2), 14-34.
  • García, T., Rodríguez, C., Betts, L., Areces, D. & González-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences. 49, 25-31. https:// doi.org/ 10.1016/j.lindif.2016.05.021
  • Gunaseelan, B. and Dr. Pazhanivelu, G. (2016). Identifying factors affecting the mathematics achievement through review analysis. International Journal of Development Research. 6 (7), 8804-8809.
  • Gün, Z., & Çavuş Erdem, Z. (2014). Uyum analizi yöntemiyle matematik başarısını etkileyen faktörlerin incelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 4(2)
  • Gupta, S., Harris, D. E., Carrier, N. M., & Caron, P. (2006). Predictors of student success in entry-level undergraduate mathematics courses. College Student Journal, 40(1).
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47-56. https:// doi.org/ 10.1037/0022-0167.32.1.47
  • Hackett, G., & Betz, N. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273. doi:10.2307/749515
  • Kaya, D. (2020). Altıncı sınıf öğrencilerinin matematik öğrenme yaklaşımları ve algıladıkları öğretmen yapıcı duygusal desteği ile matematik başarıları arasındaki İlişki. IBAD Sosyal Bilimler Dergisi, (7), 358-371.
  • Kenç, S. (2019). Metaphorical perceptions of middle school 8th grade students towards mathematics course and mathematics teacher [Master of Science Thesis]. Fırat University.
  • Kurbanoğlu, N. İ. ve Takunyacı, M. (2012). Lise öğrencilerinin matematik dersine yönelik kaygı, tutum ve öz-yeterlik inançlarının cinsiyet, okul türü ve sınıf düzeyi açısından incelenmesi [An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades]. International Journal of Human Sciences, 9(1), 110-130. https://www.j-humansciences.com/
  • Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778.
  • Lamb, S. ve Thomson, S. (2002). Classroom and school factors affecting mathematics achievement: A comparative study of the us and australia using TIMSS. Australian Journal of Education, 46(2).
  • Marshall, C. and Rossman, G.B. (2006). Designing Qualitative Research. Sage
  • McKnight, C. C., Crosswhite, F. J., Dossey, J. A. , Kifer, E., Swafford, J. 0., Travers, K. J. & Cooney, T. J. (1987). The underachieving curriculum: Assessing US school mathematics from an international perspective. Stipes Publishing Co.
  • Memnun, D. ve Akkaya, R. (2010). İlköğretim yedinci sınıf öğrencilerinin matematik dersi hakkındaki düşünceleri [Primary school seventh grade students’ opinions about the mathematics course]. Journal of Theoretical Educational Science, 100-117. https://dergipark.org.tr/tr/pub/akukeg/issue/29341/313982
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications. Ministry of Education (2005). The Ontario curriculum grades 1-8 mathematics. http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
  • Mokhtar, S. F., Md Yusof, Z. and Misiran, M. (2012). Factors affecting students’ performance in mathematics. Journal of Applied Sciences Research, 8 (8),4133-4137.
  • NCTM (2020). Principles, standards, and expectations. https://www.nctm.org/Standards-and-Positions/Principles-and Standards/Principles,-Standards,-and-Expectations/
  • Orbeyi, S., & Güven, B. (2008). Yeni ilköğretim matematik dersi öğretim programı’nın değerlendirme öğesine ilişkin öğretmen görüşleri [Teachers’ perceptions related to the evaluation component of the education program of primary school education mathematıcs studies]. Journal of Theory and Practice in Education, 4(1), 133-147. https://dergipark.org.tr/tr/pub/eku/issue/5447/73883
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THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT

Yıl 2025, Cilt: 34 Sayı: 1, 346 - 365, 30.04.2025

Özge Can Aran , Hatice Ekemen

https://doi.org/10.35379/cusosbil.1369822

Öz

The aim of this study was to explore the opinions of secondary school students with different achievement levels about mathematics course. In this study, in which qualitative research design was used, interviews were conducted with 36 middle school students, divided into three groups based on their achievement levels: high, average, and low. The interviews focused on the factors influencing their success in mathematics. The findings were presented under three themes: attitudes and beliefs towards mathematics, self-efficacy, and teaching-learning processes. Results of this study indicated that the majority of students across high, average and low achievement levels agreed that mathematics was necessary in daily life under the attitudes and beliefs theme and that they had belief of being successful in mathematics under the self-efficacy theme. In addition, for the teaching learning process theme, the most of the students stated that making lessons in enjoyable ways facilitated learning whereas the noise in the classroom hindered it. Also, in this study, high-achieving students, unlike students at other success levels, stated that they were disciplined, had meta-cognitive skills, use of reinforcement, individualized instruction, and assignment of project facilitated learning mathematics, and that difficult formulas, too much emphasis on the same content, lack of prior knowledge, and teacher quality hindered learning mathematics. Besides, only students with average success stated that mathematics was necessary for school grade point average and was a course that required memorization, that explaining the importance of the subject facilitated learning mathematics, and that students' inability to focus on the lesson hindered learning more. In addition, only low-achieving students stated that they saw mathematics as torture, a necessary and demanding course for upper grades, that participation in class and the interest of teachers facilitated learning mathematics, but that poor physical conditions, the abstract nature of mathematics, and too much writing hindered mathematics.

Anahtar Kelimeler

Success Mathematics Middle school

Kaynakça

  • Arseven, A. (2016). Öz yeterlilik: Bir kavram analizi. Electronic Turkish Studies, 11(19), 63-80. http://dx.doi.org/10.7827/TurkishStudies.10001
  • Bandura, A. (1997). Self efficacy: The exercise of control. W.H. Freeman and Company.
  • Baykul, Y. (2020). Ortaokulda matematik öğretimi (5-8.Sınıflar). Pegem Akademi
  • Bloom, B. (2016). Human caharacteristics and school learning (D. A. Öztürk, Trans.). Pegem Yayıncılık.
  • Bol, L., & Berry, R. (2005). Secondary mathematics teachers' perceptions of the achievement gap. The High School Journal, 88(4), 32-45. https://www.jstor.org/stable/40364254
  • Brett, A. & Smith, M., Price, E. & Huitt, W. (2012). Overview of the Affective Domain. file:///C:/Users/User/Downloads/Affective_Domain_1_Overview_of_the_Affective_Domai%20(1).pdf
  • Burrus, J. & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 50, 246-251. https:// doi.org/10.1016/j.lindif.2016.08.019
  • Çelik, N. G., & Şengül, S. (2005). Tam öğrenme yönteminin ilköğretim 6. sınıf matematik öğrencilerinin akademik başarıları ile kalıcılık düzeylerine etkisi [The Effect of mastery learning method on the achievement and retention level of 6th grade primary school students in the mathematics class]. Journal of Uludağ University Faculty of Education, 18(1),107-122.
  • Çiftci, S. K. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory and Practice, 15(6), 1487-1501. doi: 10.12738/estp.2015.6.2829
  • Department for Education (2020). National curriculum in England: Mathematics programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study
  • Dursun, Ş., & Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2).
  • Ertürk, Z., & Akan, O. E. (2018). TIMSS 2015 matematik başarısını etkileyen değişkenlerin yapısal eşitlik modeli ile incelenmesi. Ulusal Eğitim Akademisi Dergisi, 2(2), 14-34.
  • García, T., Rodríguez, C., Betts, L., Areces, D. & González-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences. 49, 25-31. https:// doi.org/ 10.1016/j.lindif.2016.05.021
  • Gunaseelan, B. and Dr. Pazhanivelu, G. (2016). Identifying factors affecting the mathematics achievement through review analysis. International Journal of Development Research. 6 (7), 8804-8809.
  • Gün, Z., & Çavuş Erdem, Z. (2014). Uyum analizi yöntemiyle matematik başarısını etkileyen faktörlerin incelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 4(2)
  • Gupta, S., Harris, D. E., Carrier, N. M., & Caron, P. (2006). Predictors of student success in entry-level undergraduate mathematics courses. College Student Journal, 40(1).
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47-56. https:// doi.org/ 10.1037/0022-0167.32.1.47
  • Hackett, G., & Betz, N. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273. doi:10.2307/749515
  • Kaya, D. (2020). Altıncı sınıf öğrencilerinin matematik öğrenme yaklaşımları ve algıladıkları öğretmen yapıcı duygusal desteği ile matematik başarıları arasındaki İlişki. IBAD Sosyal Bilimler Dergisi, (7), 358-371.
  • Kenç, S. (2019). Metaphorical perceptions of middle school 8th grade students towards mathematics course and mathematics teacher [Master of Science Thesis]. Fırat University.
  • Kurbanoğlu, N. İ. ve Takunyacı, M. (2012). Lise öğrencilerinin matematik dersine yönelik kaygı, tutum ve öz-yeterlik inançlarının cinsiyet, okul türü ve sınıf düzeyi açısından incelenmesi [An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades]. International Journal of Human Sciences, 9(1), 110-130. https://www.j-humansciences.com/
  • Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778.
  • Lamb, S. ve Thomson, S. (2002). Classroom and school factors affecting mathematics achievement: A comparative study of the us and australia using TIMSS. Australian Journal of Education, 46(2).
  • Marshall, C. and Rossman, G.B. (2006). Designing Qualitative Research. Sage
  • McKnight, C. C., Crosswhite, F. J., Dossey, J. A. , Kifer, E., Swafford, J. 0., Travers, K. J. & Cooney, T. J. (1987). The underachieving curriculum: Assessing US school mathematics from an international perspective. Stipes Publishing Co.
  • Memnun, D. ve Akkaya, R. (2010). İlköğretim yedinci sınıf öğrencilerinin matematik dersi hakkındaki düşünceleri [Primary school seventh grade students’ opinions about the mathematics course]. Journal of Theoretical Educational Science, 100-117. https://dergipark.org.tr/tr/pub/akukeg/issue/29341/313982
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications. Ministry of Education (2005). The Ontario curriculum grades 1-8 mathematics. http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
  • Mokhtar, S. F., Md Yusof, Z. and Misiran, M. (2012). Factors affecting students’ performance in mathematics. Journal of Applied Sciences Research, 8 (8),4133-4137.
  • NCTM (2020). Principles, standards, and expectations. https://www.nctm.org/Standards-and-Positions/Principles-and Standards/Principles,-Standards,-and-Expectations/
  • Orbeyi, S., & Güven, B. (2008). Yeni ilköğretim matematik dersi öğretim programı’nın değerlendirme öğesine ilişkin öğretmen görüşleri [Teachers’ perceptions related to the evaluation component of the education program of primary school education mathematıcs studies]. Journal of Theory and Practice in Education, 4(1), 133-147. https://dergipark.org.tr/tr/pub/eku/issue/5447/73883
  • Ölçüoğlu, R., & Çetin, S. (2016). TIMSS 2011 Sekizinci Sınıf Öğrencilerinin Matematik Başarısını Etkileyen Değişkenlerin Bölgelere Göre İncelenmesi. Journal of Measurement and Evaluation in Education and Psychology, 7(1), 202-220. https://doi.org/10.21031/epod.34424
  • Patton,M.Q.(1987). How to Use Qualitative Methods in Evaluation. Sage
  • Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589–603. https:// doi.org/10.1037/0022-0663.95.3.589
  • Pitsia, V., Biggart, A. & Karakolidis, A. (2017). The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163-173. https:// doi.org/10.1016/j.lindif.2017.03.014
  • Pyzdrowski, L. J., Sun, Y., Curtis, R., Miller D., Winn, G. and Hensel, R. A. M. (2013). Readiness and attitudes as indicators for success in college calculus. International Journal of Science and Mathematics Education, 11, 529–554. https:// doi.org/10.1007/s10763-012-9352-1
  • Radišić, J., Videnović, M., & Baucal, A. (2018). Distinguishing successful students in mathematics-a comparison across European countries. Psihologija, 51(1), 69-89. https:// doi.org/ 10.2298/PSI170522019R
  • Reid,N. &Amanat, A. (2020). Beliefs and Attitudes: Why Do Attitudes Matter?. In Making Sense of Learning (pp.253-279). https:// doi.org/10.1007/978-3-030-53677-0_11
  • Republic of Turkey Ministry of National Education (2016). TIMSS 2015 Ulusal Matematik ve Fen Bilimleri Ön Raporu: 4. ve 8. Siniflar. http://timss.meb.gov.tr/wp-content/uploads/ TIMSS_2015_Ulusal_Rapor.pdf.
  • Republic of Turkey Ministry of National Education (2019). PISA 2018 Türkiye ön raporu. http://pisa.meb.gov.tr/wpcontent/uploads/2020/01/PISA_2018_Turkiye_On_Raporu.pdf.
  • Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 113-132.
  • Saritas, T., & Akdemir, O. (2009). Identifying factors affecting the mathematics achievement of students for better instructional design. International Journal of Instructional Technology and Distance Learning, 6(12), 21-36. https://www.itdl.org/Journal/Dec_09/article03.htm
  • Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163-181. https:// doi.org/10.5951/jresematheduc.26.2.0163
  • Schunk, D.H. (1989). Self-efficacy and achievement behaviors. Educ Psychol Rev, 1, 173–208. https://link.springer.com/article/10.1007/BF01320134
  • Senemoğlu, N. (2013). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Yargı
  • Singh, K., Granville, M. & Dika, S. (2002).Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research,, 95 (6) (2002), pp. 323-333. https:// doi.org/ 10.1080/00220670209596607
  • Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J. (2014). Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics. Learning and Individual Differences, 30, 118-123.
  • Thelen, S. L. (2008). The relationship between mathematics homework and learning in middle-school students: Impact on achievement [Master Thesis]. https://eric.ed.gov/?id=ED502096
  • TIMMS and PIRLS International Study Center (2020a). Singapore. http://timssandpirls.bc.edu/timss2015/encyclopedia/countries/singapore/the-mathematics-curriculum-in-primary-and-lower-secondary grades/#:~:text=The%20Singapore%20mathematics%20curriculum%20comprises,must%20be%20learned%20in%20sequence.
  • TIMMS and PIRLS International Study Center (2020b). Finland. http://timssandpirls.bc.edu/Timss2015/encyclopedia/countries/finland/the-mathematics-curriculum-in-primary-and-lower-secondary-grades/
  • Uçar, T. Z., Pişkin, M., Akkaş, N. E., Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları [Elementary students’ beliefs about mathematics, mathematics’ teachers and mathematicians]. Education and Science, 35(155), 131-144.
  • Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe University Journal of Education, 12, 145-149.
  • Üredi, I. & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü [The predictive power of self-regulation strategies and motivational beliefs on mathematics achievement of primary school 8th grade students]. Mersin University Journal of The Faculty of Education, 1, 250-260. https://dergipark.org.tr/tr/pub/mersinefd/issue/17391/181765
  • White, A., Way, J., Perry, B., & Southwell, B. (2006). Mathematical attitudes, beliefs and achievement in pre-service mathematics teacher education. Mathematics teacher education and development, 7(2006), 33-52.
  • Willis, J. (2010). Learning to love math: Teaching strategies that change student attitudes and get results. ASCD.
  • Yenilmez, K., & Duman, A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere ilişkin öğrenci görüşleri [Students’ Opinions About The Factors Which Affect The Mathematics Success in Elementary Education]. MANAS Journal of Social Studies,19. https://dergipark.org.tr/tr/pub/manassosyal/issue/49945/640052
  • Yetim Karaca, S., ve Ada, S. (2018). Öğrencilerin matematik dersine ve matematik öğretmenine yönelik algılarının metaforlar yardımıyla belirlenmesi [Determining students’ perceptions regarding the mathematics course and mathematics teachers through metaphors]. Kastamonu Education Journal, 26(3), 789-800.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin.
  • Zhang, D. & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104. https:// doi.org/10.1016/j.ijer.2020.101648

Yıl 2025, Cilt: 34 Sayı: 1, 346 - 365, 30.04.2025

Özge Can Aran , Hatice Ekemen

https://doi.org/10.35379/cusosbil.1369822

Öz

Kaynakça

  • Arseven, A. (2016). Öz yeterlilik: Bir kavram analizi. Electronic Turkish Studies, 11(19), 63-80. http://dx.doi.org/10.7827/TurkishStudies.10001
  • Bandura, A. (1997). Self efficacy: The exercise of control. W.H. Freeman and Company.
  • Baykul, Y. (2020). Ortaokulda matematik öğretimi (5-8.Sınıflar). Pegem Akademi
  • Bloom, B. (2016). Human caharacteristics and school learning (D. A. Öztürk, Trans.). Pegem Yayıncılık.
  • Bol, L., & Berry, R. (2005). Secondary mathematics teachers' perceptions of the achievement gap. The High School Journal, 88(4), 32-45. https://www.jstor.org/stable/40364254
  • Brett, A. & Smith, M., Price, E. & Huitt, W. (2012). Overview of the Affective Domain. file:///C:/Users/User/Downloads/Affective_Domain_1_Overview_of_the_Affective_Domai%20(1).pdf
  • Burrus, J. & Moore, R. (2016). The incremental validity of beliefs and attitudes for predicting mathematics achievement. Learning and Individual Differences, 50, 246-251. https:// doi.org/10.1016/j.lindif.2016.08.019
  • Çelik, N. G., & Şengül, S. (2005). Tam öğrenme yönteminin ilköğretim 6. sınıf matematik öğrencilerinin akademik başarıları ile kalıcılık düzeylerine etkisi [The Effect of mastery learning method on the achievement and retention level of 6th grade primary school students in the mathematics class]. Journal of Uludağ University Faculty of Education, 18(1),107-122.
  • Çiftci, S. K. (2015). Effects of secondary school students' perceptions of mathematics education quality on mathematics anxiety and achievement. Educational Sciences: Theory and Practice, 15(6), 1487-1501. doi: 10.12738/estp.2015.6.2829
  • Department for Education (2020). National curriculum in England: Mathematics programmes of study. https://www.gov.uk/government/publications/national-curriculum-in-england-mathematics-programmes-of-study/national-curriculum-in-england-mathematics-programmes-of-study
  • Dursun, Ş., & Dede, Y. (2004). Öğrencilerin matematikte başarısını etkileyen faktörler matematik öğretmenlerinin görüşleri bakımından. Gazi Üniversitesi Gazi Eğitim Fakültesi Dergisi, 24(2).
  • Ertürk, Z., & Akan, O. E. (2018). TIMSS 2015 matematik başarısını etkileyen değişkenlerin yapısal eşitlik modeli ile incelenmesi. Ulusal Eğitim Akademisi Dergisi, 2(2), 14-34.
  • García, T., Rodríguez, C., Betts, L., Areces, D. & González-Castro, P. (2016). How affective-motivational variables and approaches to learning predict mathematics achievement in upper elementary levels. Learning and Individual Differences. 49, 25-31. https:// doi.org/ 10.1016/j.lindif.2016.05.021
  • Gunaseelan, B. and Dr. Pazhanivelu, G. (2016). Identifying factors affecting the mathematics achievement through review analysis. International Journal of Development Research. 6 (7), 8804-8809.
  • Gün, Z., & Çavuş Erdem, Z. (2014). Uyum analizi yöntemiyle matematik başarısını etkileyen faktörlerin incelenmesi. Adıyaman Üniversitesi Eğitim Bilimleri Dergisi, 4(2)
  • Gupta, S., Harris, D. E., Carrier, N. M., & Caron, P. (2006). Predictors of student success in entry-level undergraduate mathematics courses. College Student Journal, 40(1).
  • Hackett, G. (1985). Role of mathematics self-efficacy in the choice of math-related majors of college women and men: A path analysis. Journal of Counseling Psychology, 32, 47-56. https:// doi.org/ 10.1037/0022-0167.32.1.47
  • Hackett, G., & Betz, N. (1989). An exploration of the mathematics self-efficacy/mathematics performance correspondence. Journal for Research in Mathematics Education, 20(3), 261-273. doi:10.2307/749515
  • Kaya, D. (2020). Altıncı sınıf öğrencilerinin matematik öğrenme yaklaşımları ve algıladıkları öğretmen yapıcı duygusal desteği ile matematik başarıları arasındaki İlişki. IBAD Sosyal Bilimler Dergisi, (7), 358-371.
  • Kenç, S. (2019). Metaphorical perceptions of middle school 8th grade students towards mathematics course and mathematics teacher [Master of Science Thesis]. Fırat University.
  • Kurbanoğlu, N. İ. ve Takunyacı, M. (2012). Lise öğrencilerinin matematik dersine yönelik kaygı, tutum ve öz-yeterlik inançlarının cinsiyet, okul türü ve sınıf düzeyi açısından incelenmesi [An investigation of the attitudes, anxieties and self-efficacy beliefs towards mathematics lessons high school students’ in terms of gender, types of school, and students’ grades]. International Journal of Human Sciences, 9(1), 110-130. https://www.j-humansciences.com/
  • Kurtuluş, A., & Öztürk, B. (2017). Ortaokul öğrencilerinin üstbilişsel farkındalık düzeyi ile matematik öz yeterlik algısının matematik başarısına etkisi. Dicle Üniversitesi Ziya Gökalp Eğitim Fakültesi Dergisi, (31), 762-778.
  • Lamb, S. ve Thomson, S. (2002). Classroom and school factors affecting mathematics achievement: A comparative study of the us and australia using TIMSS. Australian Journal of Education, 46(2).
  • Marshall, C. and Rossman, G.B. (2006). Designing Qualitative Research. Sage
  • McKnight, C. C., Crosswhite, F. J., Dossey, J. A. , Kifer, E., Swafford, J. 0., Travers, K. J. & Cooney, T. J. (1987). The underachieving curriculum: Assessing US school mathematics from an international perspective. Stipes Publishing Co.
  • Memnun, D. ve Akkaya, R. (2010). İlköğretim yedinci sınıf öğrencilerinin matematik dersi hakkındaki düşünceleri [Primary school seventh grade students’ opinions about the mathematics course]. Journal of Theoretical Educational Science, 100-117. https://dergipark.org.tr/tr/pub/akukeg/issue/29341/313982
  • Miles, M. B. ve Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage Publications. Ministry of Education (2005). The Ontario curriculum grades 1-8 mathematics. http://www.edu.gov.on.ca/eng/curriculum/elementary/math18curr.pdf
  • Mokhtar, S. F., Md Yusof, Z. and Misiran, M. (2012). Factors affecting students’ performance in mathematics. Journal of Applied Sciences Research, 8 (8),4133-4137.
  • NCTM (2020). Principles, standards, and expectations. https://www.nctm.org/Standards-and-Positions/Principles-and Standards/Principles,-Standards,-and-Expectations/
  • Orbeyi, S., & Güven, B. (2008). Yeni ilköğretim matematik dersi öğretim programı’nın değerlendirme öğesine ilişkin öğretmen görüşleri [Teachers’ perceptions related to the evaluation component of the education program of primary school education mathematıcs studies]. Journal of Theory and Practice in Education, 4(1), 133-147. https://dergipark.org.tr/tr/pub/eku/issue/5447/73883
  • Ölçüoğlu, R., & Çetin, S. (2016). TIMSS 2011 Sekizinci Sınıf Öğrencilerinin Matematik Başarısını Etkileyen Değişkenlerin Bölgelere Göre İncelenmesi. Journal of Measurement and Evaluation in Education and Psychology, 7(1), 202-220. https://doi.org/10.21031/epod.34424
  • Patton,M.Q.(1987). How to Use Qualitative Methods in Evaluation. Sage
  • Pietsch, J., Walker, R., & Chapman, E. (2003). The relationship among self-concept, self-efficacy, and performance in mathematics during secondary school. Journal of Educational Psychology, 95(3), 589–603. https:// doi.org/10.1037/0022-0663.95.3.589
  • Pitsia, V., Biggart, A. & Karakolidis, A. (2017). The role of students' self-beliefs, motivation and attitudes in predicting mathematics achievement: A multilevel analysis of the Programme for International Student Assessment data. Learning and Individual Differences, 55, 163-173. https:// doi.org/10.1016/j.lindif.2017.03.014
  • Pyzdrowski, L. J., Sun, Y., Curtis, R., Miller D., Winn, G. and Hensel, R. A. M. (2013). Readiness and attitudes as indicators for success in college calculus. International Journal of Science and Mathematics Education, 11, 529–554. https:// doi.org/10.1007/s10763-012-9352-1
  • Radišić, J., Videnović, M., & Baucal, A. (2018). Distinguishing successful students in mathematics-a comparison across European countries. Psihologija, 51(1), 69-89. https:// doi.org/ 10.2298/PSI170522019R
  • Reid,N. &Amanat, A. (2020). Beliefs and Attitudes: Why Do Attitudes Matter?. In Making Sense of Learning (pp.253-279). https:// doi.org/10.1007/978-3-030-53677-0_11
  • Republic of Turkey Ministry of National Education (2016). TIMSS 2015 Ulusal Matematik ve Fen Bilimleri Ön Raporu: 4. ve 8. Siniflar. http://timss.meb.gov.tr/wp-content/uploads/ TIMSS_2015_Ulusal_Rapor.pdf.
  • Republic of Turkey Ministry of National Education (2019). PISA 2018 Türkiye ön raporu. http://pisa.meb.gov.tr/wpcontent/uploads/2020/01/PISA_2018_Turkiye_On_Raporu.pdf.
  • Savaş, E., Taş, S., & Duru, A. (2010). Matematikte öğrenci başarısını etkileyen faktörler. İnönü Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 113-132.
  • Saritas, T., & Akdemir, O. (2009). Identifying factors affecting the mathematics achievement of students for better instructional design. International Journal of Instructional Technology and Distance Learning, 6(12), 21-36. https://www.itdl.org/Journal/Dec_09/article03.htm
  • Schiefele, U., & Csikszentmihalyi, M. (1995). Motivation and ability as factors in mathematics experience and achievement. Journal for Research in Mathematics Education, 26(2), 163-181. https:// doi.org/10.5951/jresematheduc.26.2.0163
  • Schunk, D.H. (1989). Self-efficacy and achievement behaviors. Educ Psychol Rev, 1, 173–208. https://link.springer.com/article/10.1007/BF01320134
  • Senemoğlu, N. (2013). Gelişim öğrenme ve öğretim kuramdan uygulamaya. Yargı
  • Singh, K., Granville, M. & Dika, S. (2002).Mathematics and science achievement: Effects of motivation, interest, and academic engagement. The Journal of Educational Research,, 95 (6) (2002), pp. 323-333. https:// doi.org/ 10.1080/00220670209596607
  • Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J. (2014). Self-concept, motivation, expectations, and socioeconomic level as predictors of academic performance in mathematics. Learning and Individual Differences, 30, 118-123.
  • Thelen, S. L. (2008). The relationship between mathematics homework and learning in middle-school students: Impact on achievement [Master Thesis]. https://eric.ed.gov/?id=ED502096
  • TIMMS and PIRLS International Study Center (2020a). Singapore. http://timssandpirls.bc.edu/timss2015/encyclopedia/countries/singapore/the-mathematics-curriculum-in-primary-and-lower-secondary grades/#:~:text=The%20Singapore%20mathematics%20curriculum%20comprises,must%20be%20learned%20in%20sequence.
  • TIMMS and PIRLS International Study Center (2020b). Finland. http://timssandpirls.bc.edu/Timss2015/encyclopedia/countries/finland/the-mathematics-curriculum-in-primary-and-lower-secondary-grades/
  • Uçar, T. Z., Pişkin, M., Akkaş, N. E., Taşçı, D. (2010). İlköğretim öğrencilerinin matematik, matematik öğretmenleri ve matematikçiler hakkındaki inançları [Elementary students’ beliefs about mathematics, mathematics’ teachers and mathematicians]. Education and Science, 35(155), 131-144.
  • Umay, A. (1996). Matematik eğitimi ve ölçülmesi. Hacettepe University Journal of Education, 12, 145-149.
  • Üredi, I. & Üredi, L. (2005). İlköğretim 8. sınıf öğrencilerinin öz-düzenleme stratejileri ve motivasyonel inançlarının matematik başarısını yordama gücü [The predictive power of self-regulation strategies and motivational beliefs on mathematics achievement of primary school 8th grade students]. Mersin University Journal of The Faculty of Education, 1, 250-260. https://dergipark.org.tr/tr/pub/mersinefd/issue/17391/181765
  • White, A., Way, J., Perry, B., & Southwell, B. (2006). Mathematical attitudes, beliefs and achievement in pre-service mathematics teacher education. Mathematics teacher education and development, 7(2006), 33-52.
  • Willis, J. (2010). Learning to love math: Teaching strategies that change student attitudes and get results. ASCD.
  • Yenilmez, K., & Duman, A. (2008). İlköğretimde matematik başarısını etkileyen faktörlere ilişkin öğrenci görüşleri [Students’ Opinions About The Factors Which Affect The Mathematics Success in Elementary Education]. MANAS Journal of Social Studies,19. https://dergipark.org.tr/tr/pub/manassosyal/issue/49945/640052
  • Yetim Karaca, S., ve Ada, S. (2018). Öğrencilerin matematik dersine ve matematik öğretmenine yönelik algılarının metaforlar yardımıyla belirlenmesi [Determining students’ perceptions regarding the mathematics course and mathematics teachers through metaphors]. Kastamonu Education Journal, 26(3), 789-800.
  • Yıldırım, A., & Şimşek, H. (2018). Sosyal Bilimlerde Nitel Araştırma Yöntemleri. Seçkin.
  • Zhang, D. & Wang, C. (2020). The relationship between mathematics interest and mathematics achievement: mediating roles of self-efficacy and mathematics anxiety. International Journal of Educational Research, 104. https:// doi.org/10.1016/j.ijer.2020.101648
Toplam 58 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri (Diğer)
Bölüm Makaleler
Yazarlar

Özge Can Aran 0000-0003-3229-4325

Hatice Ekemen 0000-0002-3122-6083

Yayımlanma Tarihi 30 Nisan 2025
Gönderilme Tarihi 2 Ekim 2023
Yayımlandığı Sayı Yıl 2025 Cilt: 34 Sayı: 1

Kaynak Göster

APA Can Aran, Ö., & Ekemen, H. (2025). THE VIEWS OF STUDENTS AT DIFFERENT SUCCESS LEVELS ON THE FACTORS AFFECTING MATHEMATICS ACHIEVEMENT. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 34(1), 346-365. https://doi.org/10.35379/cusosbil.1369822
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