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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

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.

References

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Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi

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

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.

References

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  • Artuksi, E. (2004). Okul başarısızlığı: Eğitişim Dergisi, 5. 131-142.
  • Ashby, N. (2006). Activity-filled family meeting leads to increases in parent involvement, student performance at Maryland school (Viers Mill Elementary School). The Achiever, 5(4), 1.
  • Aslanargun, E. (2007). Okul-aile işbirliği ve öğrenci başarısı üzerine bir tarama çalışma. Sosyal Bilimler Dergisi, 18(18), 119-135.
  • Auerbach, S. (2007). From moral supporters to struggling advocates: Reconceptualizing parent roles in education through the experience of working-class families of color. Urban Education, 42(3), 250-283.
  • Bæck, U. D. K. (2010). ‘We are the professionals’: a study of teachers’ views on parental involvement in school. Journal of Sociology of Education, 31(3), 323-335.
  • Baker, D. P., ve Stevenson, D. L. (1986). Mothers' strategies for children's school achievement: Managing the transition to high school. Sociology of education.
  • Bakker, J., Denessen , E. ve Brus-Laeven, M. (2007). Socio economic background, parental involvement and teacher perceptions of these in relation to pupil achiement. Educational Studies, 33(2), 177-192.
  • Barnard, W. M. (2004). Parent involvement in elementary school and educational attainment. Children and Youth Services Review, 26(1), 39-62.
  • Başaran, T. S. ve Koç, F. (2001) Ailenin çocuğun okuldaki eğitimine katılım sorunları ve katılımın sağlanması için alternatif bir model. Ankara: Milli Eğitim Basımevi
  • Büyüköztürk, Ş., Kılıç-Çakmak E., Akgün, Ö. E., Karadeniz, Ş., & Demirel, F. (2012). Bilimsel araştırma yöntemleri (11th ed.). Ankara: Pegem A Yayıncılık.
  • Catsambis, S. (1998). Expanding knowledge of parental involvement in secondary education. Retrieved December, 6, 2005.
  • Chesebro, J. L. (2003). Effects of teacher clarity and nonverbal immediacy on student learning, receiver apprehension, and affect. Communication Education, 52(2), 135-147.
  • Christenson, S. L., Rounds, T., & Gorney, D. (1992). Family factors and student achievement: An avenue to increase students' success. School Psychology Quarterly, 7(3), 178–206. https://doi.org/10.1037/h0088259
  • Cohen, L., Manion, L., and Morrison, K. (2000). Research methods in education. 5th ed. London New York: Routledge Falmer.
  • Domina, T. (2005). Leveling the home advantage: Assessing the effectiveness of parental involvement in elementary school. Sociology of Education, 78(3), 233-249.
  • Driessen, G., Smit, F., ve Sleegers, P. (2005). Parental involvement and educational achievement. British Educational Research Journal, 31(4), 509-532.
  • El Nokali, N. E., Bachman, H. J., ve Votruba‐Drzal, E. (2010). Parent involvement and children’s academic and social development in elementary school. Child Development, 81(3), 988-1005.
  • Epstein, J. L. (1995). School/family/community partnerships. Phi Delta Kappan, 76(9), 701.
  • Epstein, J. L. (2001). Introduction to the special section. New directions for school, family, and community partnerships in middle and high schools. NASSP Bulletin, 85(627), 3–6.
  • Epstein, J. L. (2002). Present and accounted for: Improving student attendance through family and community involvement. The Journal of Educational Research, 95(5), 308-318.
  • Epstein, J. L., Connors, L J. ve Salinas, K. C. (1993). High school and family partnerships: how to summarize your high school’s survey data. Baltimore MD: Johns Hopkins University Center on School, Family, and Community Partnerships
  • Fan, X., ve Chen, M. (2001). Parental involvement and students' academic achievement: A meta-analysis. Educational Pschology Review, 13(1), 1-22.
  • Fantuzzo, J., Tighe, E., & Childs, S. (2000). Family involvement questionaire:A multivariate assesment of family participation in early childhood education. Journal of Educational Psychology, 92, 367-376.
  • Flynn, G. V. (2007). Increasing parental involvement in our schools: The need to overcome obstacles, promote critical behaviors, and provide teacher training. Journal of Collage Teaching & Learning, 4(2), 23-30.
  • Gonzalez-DeHass, A. R., Willems, P. P., ve Holbein, M. F. D. (2005). Examining the relationship between parental involvement and student motivation. Educational Psychology Review, 17(2), 99-123.
  • Graves Jr, S. L., ve Brown Wright, L. (2011). Parent involvement at school entry: A national examination of group differences and achievement. School Psychology International, 32(1), 35-48.
  • Green, C. L., Walker, J. M., Hoover-Dempsey, K. V., ve Sandler, H. M. (2007). Parents' motivations for involvement in children's education: An empirical test of a theoretical model of parental involvement. Journal of Educational Psychology, 99(3), 532.
  • Grolnick, W. S., ve Slowiaczek, M. L. (1994). Parents' involvement in children's schooling: A multidimensional conceptualization and motivational model. Child Development, 65(1), 237-252.
  • Grolnick, W. S., Benjet, C., Kurowski, C. O. & Apostoleris, N. H. (1997). Predictors of parent involvement in children’s schooling. Journal of Educational Psychology, 89(3), 538–548.
  • Gürşimşek, I. (2003). Okul öncesi eğitime aile katılımı ve psikososyal gelişim. Kuram ve Uygulamada Eğitim Bilimleri, 3(1), 125-144.
  • Hill, N. E., ve Taylor, L. C. (2004). Parental school involvement and children's academic achievement: Pragmatics and issues. Current Direction in Psychology Science, 13(4), 161-164.
  • Hill, N. E., ve Tyson, D. F. (2009). Parental involvement in middle school: a meta-analytic assessment of the strategies that promote achievement. Developmental Psychology, 45(3), 740.
  • Hoover-Dempsey, K. V., Battiato, A. C., Walker, J. M., Reed, R. P., DeJong, J. M., ve Jones, K. P. (2001). Parental involvement in homework. Educational Psychology, 36(3), 195-209.
  • Hoover-Dempsey, K. V., ve Sandler, H. M. (1997). Why do parents become involved in their children’s education? , Professional School Counselling, 67(1), 3-42.
  • Jeynes, W. H. (2005). A meta-analysis of the relation of parental involvement to urban elementary school student academic achievement. Urban Education, 40(3), 237-269.
  • Jeynes, W. H. (2007). The relationship between parental involvement and urban secondary school student academic achievement: A meta-analysis. Urban Education, 42(1), 82-110.
  • Johnson, S.D. (2014). Effects and Perceptions of Parental Involvement On the Mathematical Achievement of Students in A Stem Course: A Mixed-Methods Study. Thessis of Doctor of Philosophy in Curriculum and Instruction, The University of North Carolina at Charlotte
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Details

Primary Language Turkish
Subjects Education, Scientific Disciplines
Journal Section Yayınlanan Makaleler
Authors

Meryem Şeyma ŞEVİK This is me
T.C. MİLLİ EĞİTİM BAKANLIĞI
0000-0003-1065-9751
Türkiye


Ercan MASAL (Primary Author)
SAKARYA UNIVERSITY
0000-0001-8351-7248
Türkiye

Publication Date March 24, 2020
Published in Issue Year 2020, Volume 5, Issue 1

Cite

Bibtex @research article { estudamegitim690519, journal = {Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi}, issn = {2548-0375}, eissn = {2548-0375}, address = {ESOGÜ}, publisher = {Eskişehir Osmangazi University}, year = {2020}, volume = {5}, number = {1}, pages = {57 - 77}, title = {Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi}, key = {cite}, author = {Şevik, Meryem Şeyma and Masal, Ercan} }
APA Şevik, M. Ş. & Masal, E. (2020). Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi . Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi , 5 (1) , 57-77 . Retrieved from https://dergipark.org.tr/en/pub/estudamegitim/issue/53306/690519
MLA Şevik, M. Ş. , Masal, E. "Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi" . Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi 5 (2020 ): 57-77 <https://dergipark.org.tr/en/pub/estudamegitim/issue/53306/690519>
Chicago Şevik, M. Ş. , Masal, E. "Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi". Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi 5 (2020 ): 57-77
RIS TY - JOUR T1 - Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi AU - Meryem Şeyma Şevik , Ercan Masal Y1 - 2020 PY - 2020 N1 - DO - T2 - Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi JF - Journal JO - JOR SP - 57 EP - 77 VL - 5 IS - 1 SN - 2548-0375-2548-0375 M3 - UR - Y2 - 2020 ER -
EndNote %0 Journal of Education in Eskisehir Osmangazi University Turkic World Apply and Research Center Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi %A Meryem Şeyma Şevik , Ercan Masal %T Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi %D 2020 %J Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi %P 2548-0375-2548-0375 %V 5 %N 1 %R %U
ISNAD Şevik, Meryem Şeyma , Masal, Ercan . "Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi". Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi 5 / 1 (March 2020): 57-77 .
AMA Şevik M. Ş. , Masal E. Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi. ESTUDAM Journal of Education. 2020; 5(1): 57-77.
Vancouver Şevik M. Ş. , Masal E. Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi. Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi. 2020; 5(1): 57-77.
IEEE M. Ş. Şevik and E. Masal , "Öğrenci, Öğretmen ve Ebeveynlerin Matematik Eğitimine Ebeveyn Katılımı Algılarının İncelenmesi", Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim Dergisi, vol. 5, no. 1, pp. 57-77, Mar. 2020

ISSN: 2548-0375