8. Sınıf Öğrencilerinin Öğrenme Stilleri ve TIMSS Matematik Başarıları Arasındaki İlişkinin Belirlenmesi

Year 2016, Volume: 11 Issue: 1, 35 - 58, 01.03.2016

Gül KALELİ Yılmaz Timur Koparan Alper Hancı

Abstract

Bu çalışmanın amacı sekizinci sınıf öğrencilerinin öğrenme stilleri ile TIMSS matematik başarıları aralarındaki ilişkiyi belirlemektir. Çalışmada nicel araştırma yöntemleri içerisinde yer alan ilişkisel araştırma yöntemi kullanılmıştır. Araştırmanın örneklemi, Bayburt merkezde 11 farklı orta okulda öğrenim gören 347’si erkek, 305’i kız olmak üzere 652 sekizinci sınıf öğrencisinden oluşmaktadır. Araştırmada iki veri toplama aracı kullanılmıştır. İlk veri toplama aracı Reid (1987) tarafından geliştirilen ve Bengiç (2008) tarafından Türkçe’ ye çevrilen Algısal Öğrenme Stili Envanteridir. İkinci veri toplama aracı, açıklanan TIMSS 2011 matematik soruları arasından seçilen ve uzman görüşleri doğrultusunda oluşturulan 45 soruluk başarı testidir. Verilere SPSS programında frekans, yüzde, ortalama, standart sapma, ANOVA ve korelasyon analizleri uygulanmıştır. Analizler sonucunda öğrencilerin baskın olarak işitsel, ikinci sırada ise kinestetik öğrenme stiline sahip oldukları görülmüştür. Öğrencilerin genel TIMSS başarı puanları 11 ile 94 arasındadır ve ortalama TIMSS başarı puanı 43.38’dir. Ayrıca öğrencilerin sahip oldukları öğrenme stilleri ile TIMSS matematik başarıları arasında anlamlı bir ilişki olmadığı tespit edilmiştir.

Keywords

Öğrenme stilleri, matematik, TIMSS sınavı

Determination of the Relationship between 8th Grade Students Learning Styles and TIMSS Mathematics Achievement

Abstract

In this study, it is aimed to determination of the relationship between learning styles and TIMSS mathematics achievements of eight grade students. Correlational research design that is one of the quantitative research methods, was used in this study. The sample of the research consists of 652 8th grade students 347 are male and 305 are female and the students continue their education in 11 different middle schools in the centre of Bayburt in Turkey. In the research, two data collection tools were used. The first tool is Perceptual Learning Style Preference Questionnaire (PLSPQ) that was developed by Reid [1] and translated by Bengiç [2] into Turkish. The second tool is 45-questions achievement test that selected from TIMSS 2011 mathematics questions according to experts’ opinions. Frequency, percentage, average, standard deviation, ANOVA and correlation analysis were applied through SPSS for data analysis. The most dominant learning style of the students is auditory and the second one is kinaesthetic learning style. Students' general TIMSS scores vary between 11 and 94 and the average TIMSS achievement score is 43.38. Additionally, it was seen that there is no significant relationship between TIMSS mathematics achievement and learning styles.

Keywords

Learning styles, Mathematics, TIMSS exam

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