İlköğretim Öğrencilerinin Sosyal Bilgiler Dersine Yönelik Yeterlik Beklentileri ve Değer Algılarının İncelenmesi

Year 2019, Volume: 34 Issue: 4, 1107 - 1120, 31.10.2019

Vural Tünkler

Abstract

Bu araştırmanın amacı; ilköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarının farklı değişkenler açısından incelenmesidir. Öğrencilerin sosyal bilgiler dersine yönelik yeterlik beklentileri ve değer algılarını belirlemek için Tünkler ve Yurt (2016) tarafından sosyal bilgiler dersine uyarlanan “Matematikte Benlik ve Görev Algısı Envanteri” kullanılmıştır. Öğrencilerin demografik bilgileri ile dönem sonu ders notlarına ulaşmak için demografik bilgi formundan yararlanılmıştır. Araştırma sonucunda; ilköğretim öğrencilerinin sosyal bilgiler dersine yönelik yeterlik beklentilerinin düşük düzeyde olduğu, yeterlik beklentisinin cinsiyete göre farklılaşmadığı, ancak sınıf düzeyi ve ders başarına göre anlamlı bir şekilde farklılaştığı görülmüştür. Araştırmanın katılımcılarının sosyal bilgiler dersine yönelik değer algılarının orta düzeyde olduğu tespit edilmiştir. Ayrıca öğrencilerin değer algılarının cinsiyete göre farklılaşmadığı, sınıf düzeyi ile ders başarısına göre farklılaştığı belirlenmiştir. Öğrencilerin sosyal bilgiler dersine yönelik yeterlik beklentileri ile değer algıları arasındaki ilişkiye bakıldığında; yeterlik beklentileri ile içsel değer, dışsal değer ve önem değeri algıları arasında orta düzeyde pozitif ve anlamlı bir ilişki tespit edilirken, çaba gereksinimi arasında düşük düzeyde pozitif ve anlamlı bir ilişki bulunmuştur. Son olarak yeterlik beklentisi ile görev zorluğu arasında orta düzeyde negatif ve anlamlı bir ilişki saptanmıştır.

Keywords

Beklenti-değer kuramı, motivasyon, sosyal bilgiler, ilköğretim öğrencileri

Examination of Expectancy Beliefs and Values Perceptions of Primary School Students towards Social Studies Lesson

Abstract

The purpose of this study is to examine elementary school students’ perceptions about value and expectancy beliefs towards Social Studies lesson in terms of different variables. To determine students’ expectancy beliefs and value perceptions towards social studies lesson, the researcher used “The Self and Task Perception Inventory in Mathematics” adapted to social studies lesson by Tünkler and Yurt (2016). Demographic information form was used to obtain students' end-of-term lesson marks and their demographic information. As a result of the research, it was seen that the elementary school students had a low level of expectancy beliefs for social studies lessons and that their expectancy beliefs did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. It was determined that the participants of the study had a moderate level of value perceptions for social studies lesson. Also, it was found that the students' values perceptions did not show any significant difference according to gender, but displayed significant differences according to class level and lesson success. The relationship between expectancy beliefs and value perceptions of the students towards social studies lesson was also examined in the study. A moderately positive and significant relationship was found between the students' expectancy beliefs and their extrinsic utility value, intrinsic interest value, attainment value perceptions, but a low and positive correlation was found between their expectancy belief and required effort perceptions. Finally, there was a moderately negative and significant relationship between the expectancy belief and task difficulty.

Keywords

Expectancy-value theory, motivation, social studies, primary school students

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