Türk Öğrencilerin Matematiksel Değer ve Tercihlerini Değerlendirmek İçin Bir Ölçeğin Geliştirilmesi

Abstract

Bu çalışma, matematiksel değerler ölçeğini geliştirmeyi amaçlamaktadır. Zira öğrencilerin matematiksel değerleri hakkında çok az şey bilinmektedir ve öğrencilerin kendi perspektiflerinden onların matematiksel değerlerini belirlemeye çalışan ölçme araçları da fazla yoktur. Bu bağlamda; bu çalışmanın katılımcıları, Türkiye’de 5. (11-12 yaş) ve 9. (14-15 yaş) sınıflarda okuyan ve tabakalı seçkisiz örnekleme yöntemine göre seçilen öğrencilerden oluşmuştur. Veriler, betimsel ve yordayıcı istatistiksel analizler kullanılarak analiz edilmiştir. Ölçeğin, yapısal ve yordama geçerliği, Temel Bileşenler Analizi ve Madde Analizi (madde- toplam korelasyonları ve farklı grupların aritmetik ortalamalarındaki farklılıkların karşılaştırılması) kullanılarak incelenmiştir. 6 bileşen elde edilmiştir: uygunluk, pratik, bilgi ve iletişim teknolojisi, geribildirim, öğrenme yaklaşımı ve pekiştirme. Çalışmanın sonuçlarından biri, 5. sınıf öğrencilerinin 9. sınıf öğrencilerine göre 6 değer bileşenini de daha önemli gördüklerini ortaya koymaktadır.

Keywords

• matematiksel değerler,ölçek geliştirme,öğrenciler,geçerlik,değerler

Developing a Questionnaire to Evaluate Turkish Students’ Mathematics Values and Preferences

Abstract

The aim of this study was to construct a questionnaire: the mathematics values questionnaire (MVQ). Because a little is known about students’ mathematics values and no assessment tool is available to measure students’ mathematics values to obtain more insight into their perspectives. For this, the proportional stratified random sample of the study consisted of Grade 5 (11-12 years old) and Grade 9 (14-15 years old) students attending schools in Turkey. The data were subjected to descriptive and inferential statistical analyses by using a recently developed and validated survey instrument. The questionnaire’s structural and predictive validities were investigated using a  Principal component analysis (PCA) and an item analysis (item-total correlations and comparison of differences in means for distinctly different groups). Six components were extracted: relevance (C1), practice (C2), information and communications technology (ICT) (C3), feedback (C4), learning approach (C5), and consolidating (C6). Our results showed that Grade 5 students placed more importance than Grade 9 students for all the six value components.

Keywords

• Mathematics values,Questionnaire development,Students,Validation

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