Investigating Perceptions Regarding Parental Involvement in Mathematics Education in Terms of Students-Parents-Teachers

Year 2020, Volume: 5 Issue: 1, 57 - 77, 24.03.2020

Meryem Şeyma Şevik Ercan Masal

Abstract

In this study, perceptions of middle school students, parents of these students and middle school mathematics teachers regarding parental involvement in mathematics education were examined in terms of some factors affecting these perceptions. The sample of the research consists of 196 6th,7th and 8th grade students at 3 different middle schools in Serdivan, Adapazarı and Karapürçek districts of Sakarya province in 2017-2018 academic year, 210 parents of those students at the same schools and also 194 teachers across Turkey. In order to measure the level of parental involvement in mathematics education of middle school students, “Parental Involvement in Middle Schools: Parent, Teacher, Student Scale Short Form” was used. Results of the research in which relational screening method was used have shown that while the perceptions of the students regarding parental involvement in mathematics education does not change significantly according to the education level of the fathers, according to the education level of the mothers, perceptions of the students whose mothers are middle school graduates are higher than those of the students whose mothers are primary and high school graduates. On the other hand, perceptions of the students who consider themselves unsuccessful in mathematics are higher than those of the students who consider themselves at the intermediate and successful levels in mathematics. In addition, perceptions of the students who consider themselves at the intermediate level in mathematics are higher than those of the students who consider themselves successful in mathematics. In terms of the teachers’ perception it was found that there is no significant relationship between teachers' perceptions of parental involvement in mathematics education of the students and the gender, professional experience, and educational background of the teachers. Furthermore, it was seen that scores of the working parents are higher than scores of the parents who do not work, and involvement of the fathers are higher than involvement of the mothers.

Keywords

parental involvement, mathematics education, perception of parental involvement

Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi

Abstract

Bu çalışmada ortaokul öğrencilerinin, ortaokul öğrencilerinin ebeveynlerinin ve ortaokul matematik öğretmenlerinin matematik eğitime ebeveyn katılım algıları, bu algıları etkileyen bazı faktörler açısından incelenmiştir. Araştırmanın örneklemini 2017-2018 eğitim-öğretim yılında Sakarya ili Serdivan, Adapazarı ve Karapürçek İlçelerindeki 3 farklı ortaokulda 6.7. ve 8. Sınıftaki 196 öğrenci, aynı okullardaki 210 ebeveyn ve tüm Türkiye genelindeki 194 öğretmenden oluşturmaktadır. Ortaokul öğrencilerinin matematik eğitimine ebeveynlerinin katılım düzeylerini ölçmek amacıyla Ortaöğretim Okullarında Aile Katılımı: Ebeveyn, Öğretmen, Öğrenci Ölçeği Kısa Formu kullanılmıştır. İlişkisel tarama yönteminin kullanıldığı araştırmanın sonucunda; öğrencilerin matematik eğitimlerine ebeveynlerinin katılım algılarının baba eğitim durumuna göre anlamlı olarak değişmezken, anne eğitim durumuna göre ise anneleri ortaokul mezunu olan öğrencilerin ebeveyn katılım algıları, anneleri ilkokul ve lise mezunu olan öğrencilerin ebeveyn katılım algılarından yüksek olduğu görülmektedir. Diğer taraftan kendisini matematikte başarısız gören öğrencilerin ebeveynlerinin eğitimlerine katılım algıları; kendisini matematikte orta ve başarılı seviyede gören öğrencilerin ebeveyn katılım algılarından, kendisini matematikte orta seviyede gören öğrencilerin ebeveyn katılım algıları ise başarılı seviyede gören öğrencilerin ebeveyn katılım algılarından daha yüksek olduğu görülmektedir. Öğretmenlerin ebeveynlerin öğrencilerinin matematik eğitimlerine katılımı algıları ile öğretmenlerin cinsiyeti, mesleki tecrübe süresi ve eğitim durumu arasında anlamlı bir ilişki görülmezken, çalışan ebeveynlerin ebeveyn katılımı test puanlarının çalışmayan ebeveynlerin test puanlarından daha yüksek olduğu ve babaların katılımlarının annelerin katılımlarından daha fazla olduğu görülmüştür.

Keywords

ebeveyn katılımı, matematik eğitimi, ebeveyn katılım algısı

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