Research Article
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Determination of Middle School Students’ Interest in Mathematics: The Case of Grades 7 and 8

Year 2020, Issue: 50, 491 - 510, 01.09.2020
https://doi.org/10.9779/pauefd.563524

Abstract

As in every field, interest is an important factor in learning mathematics. Determining students’ interest in mathematics and the implementation of activities according to the results could positively influence their achievement in this area. In Turkey, research into student interest is generally limited to scientific and vocational interest, with a limited number of studies having been conducted on the interest of middle school students with mathematics. Thus, this study was conducted to elicit middle school students’ mathematical interests and designed as a mixed model. Within the scope of the study, the “Mathematical Interest Scale for Middle School Students” was developed by the researchers, taking into account the theoretical frame of interest for quantitative data and the relevant literature. In addition, a semi-structured interview form was prepared to elicit qualitative data to obtain in-depth knowledge about the factors affecting middle school students’ interest in mathematics. The quantitative and qualitative stages of the study were conducted with 1671 students (827 female, 844 male) and 17 students (10 female, 7 male), respectively. The results revealed that seventh-grade students had a high level and eighth-grade students had a moderate level of interest in mathematics. Furthermore, female students’ interest in mathematics was at a high level and that of male students were at a moderate or high level. The students reported the factors that affected their interest in mathematics as themselves, their family, and their teachers.

Supporting Institution

Yozgat Bozok University Project Coordination Application and Research Center

Project Number

EF/18-154 code

Thanks

This research was supported by Yozgat Bozok University Project Coordination Application and Research Center (EF/18-154 code). Part of this research was orally presented in ERPA-2018 International Congresses on Education (İstanbul, 28.06-1.07.2018).

References

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  • Aksu, H. H. (2010). Öğrenci seçme sınavına (öss) girecek öğrencilerin matematik ilgisi üzerine bir çalışma. Sakarya University Journal of Education, 20, 43-57.
  • Aybay, Y. (2005). A study developing mathematics self-efficacy scales for eight students. Master’thesis, Çukurova University, Adana, Turkey.
  • Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, US:Prentice-Hall.
  • Beilock, S.L., Gunderson, E.A., Ramirez, G., & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of The National Academy of Sciences of The United States of America, 107(5), 1860–1863. doi:10.1073/pnas.0910967107.
  • Bergin, D.A. (2016). Social influences on interest. Educational Psychologist, 51(1), 7-22. doi:10.1080/00461520.2015.1133306
  • Büyüköztürk, Ş. (2006). İstatistik, araştırma deseni SPSS uygulamaları ve yorum. Ankara:Pegem.
  • Büyüköztürk, Ş., Akgün, Ö.E., Kahveci, Ö. ve Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239.
  • Carmichael, C., Callingham, R., & Watt H.M.G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM Mathematics Education, 49(3), 449-460. doi:10.1007/s11858-016-0831-7
  • Chrestensen, A. (2007). Real-world context, interest, understanding, and retention. Master’s theses, Michigan Technological University.
  • Creswell, J.W., & Clark, V.L.P. (2015). Designing and conducting mixed methods research. Sage.
  • Crowley, K., Barron, B., Knutson, K., & Martin, C.K. (2015). Interest and the development of pathways to science. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 297-313). Washington, DC:American Educational Research Association.
  • Çiçek, Ö. ve İlhan, N. (2017). Evaluating interest in acids–bases: development of an acid base interest scale (ABIS) and assessment of pre-service science teachers' interest. Chemistry Education Research and Practice, 18(4), 630-640.
  • Deci, L. E. (1992). The relation of interest to motivation of behavior: A self-determination theory perspective. In K.A. Renninger, S. Hidi & Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.M., Aunola, K., & Nurmi, J.E. (2016). Friend influence and susceptibility to influence: changes in mathematical reasoning as a function of relative peer acceptance and interest in mathematics. Merrill-Palmer Quarterly, 62(3), 306-333.
  • Deniz, K.Z. (2009). Occupational field interest inventory (OFII) development study. YYU Journal of Education Faculty, 6(1), 289-310.
  • Ertaş-Kılıç, H. ve Keleş, Ö. (2017). Development of the scale of interest in astronomy: Validity and reliability studies. Journal of Theory and Practice in Education, 13(1), 35-54.
  • Evans, E.M., Schweingruber, H., & Stevenson, H.W. (2002). Gender differences in interest and knowledge acquisition: The United States, Taiwan and Japan. Sex Roles, 47, 153-167.
  • Fisher, P.H., Dobbs-Oates, J., Doctoroff, G.L., & Arnold, D.H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673-681. doi:10.1037/a0027756
  • Frenzel, A.C., Goetz, T., Pekrun, R., & Watt, H.M. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537. doi:10.1111/j.1532-7795.2010.00645.x
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  • Harackiewicz, J.M., Smith, J.L., & Priniski, S.J. (2016). Interest matters: The importance of promoting interest in education. Policy İnsights From the Behavioral and Brain Sciences, 3(2), 220-227.
  • Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23(4), 465–483.
  • Hidi, S., Renninger, K.A., & Krapp, A. (1992). The present state of interest research. In Renninger, A., Hidi, S., & Krapp, A. (Eds.), The Role of Interest in Learning and Development. Hillsdale, NJ:Lawrence Erlbaum Associates.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Jacobs, J.E., & Bleeker, M.M. (2004). Girls' and boys' developing interests in math and science: Do parents matter?. New Directions for Child and Adolescent Development, 106, 5-21.
  • Kier, M.W., Blanchard, M.R., Osborne, J.W., & Albert, J.L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481. doi:10.1007/s11165-013-9389-3.
  • Kitsantas, A., Kitsantas, P., & Kitsantas, T. (2013). Assessing college student interest in math and/or computer science in a cross-national sample using classification and regression trees. International Education Journal: Comparative Perspectives, 11(2), 45-62.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York:The Guilford Press.
  • Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? the relationship between academic interest and achievement in mathematics. Journal For Research in Mathematics Education, 32(5), 448-470.
  • Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40.
  • Kuzgun, Y. (2000). Meslek danışmanlığı kuramlar uygulamalar. Ankara:Nobel.
  • Kuzgun, Y. (2006). İlgiler. Kuzgun, Y ve Deryakulu, D. (Eds.) Eğitimde Bireysel Farklılıklar (ss.73-96). Ankara: Nobel.
  • Laçin-Şimşek, C. ve Nuhoğlu, H. (2009). The development of an reliable and valid cruosity scale for science subjects. Sakarya University Journal of Education, 18, 28-41.
  • Larson, R., & Richards, M.H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62, 284–300. doi:10.2307/1131003
  • Lamb, R.L., Annetta, L., Meldrum, J., & Vallett, D. (2014). Measuring science interest: Rasch validation of the science interest survey. International Journal of Science and Mathematics Education, 10(3), 643-668.
  • Lent, R.W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. doi:10.1006/jvbe.1994.1027
  • Lent, R.W., Brown, S.D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36. doi:10.1037//00220167.47.1.36
  • Mazer, J.P (2012) Development and validation of the student interest and engagement scales, Communication Methods and Measures, 6(2), 99-125. doi: 10.1080/19312458.2012.679244
  • MoNE (Ministry of National Education) (2017). Curriculum of mathematics for 1-8 th grades. Ankara.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2. Ed). Thousand Oaks: Sage.
  • Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424.
  • National Research Council. (2004). Engaging schools: fostering high school students’ motivation to learn. Washington, DC:National Academies Press.
  • Oh, Y.J., Jia, Y., Lorentson, M., & LaBanca, F. (2013). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, 22(5), 780-790. doi:10.1007/s10956-012-9430-8
  • Otrar, M., & Canel, A.N. (2015). The validity and reliability study of BİLFEN vocational interest inventory. Journal of Research in Education and Teaching, 4(4), 186-198.Pallant, J. (2013). SPSS survival manual. UK:McGraw-Hill Education.
  • Raykov, T., & Marcoulides, G.A. (2000). A first course in structural equation modeling. London:Lawrence Erlbaum Associates.
  • Rellensmann, J., & Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. ZDM Mathematics Education, 49(3), 367-378. doi:10.1007/s11858-016-0819-3
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Ortaokul Öğrencilerinin Matematiğe Yönelik İlgilerinin Belirlenmesi: 7 ve 8. Sınıflar

Year 2020, Issue: 50, 491 - 510, 01.09.2020
https://doi.org/10.9779/pauefd.563524

Abstract

Her alanda olduğu gibi matematiği öğrenmek için ilgi önemli bir unsurdur. Yapılan çalışmalar ilginin, öğrenmeyi pozitif yönde etkilediğini göstermektedir. Öğrencilerin matematiğe olan ilgilerinin tespit edilmesi ve bu tespitlere yönelik uygulamaların yapılması onların başarılarını etkileyebilir. Ülkemizde ilgi üzerine yapılan çalışmalar genellikle fen ve mesleki ilgi alana yönelik olmakla birlikte ortaokul öğrencilerinin matematiğe yönelik ilgileri ile ilgili sınırlı sayıda araştırma yapılmıştır. Bu düşünceden yola çıkarak, çalışmada ortaokul öğrencilerinin matematiğe yönelik ilgilerinin belirlenmesi amaçlanmıştır. Araştırma, karma model olarak tasarlanmıştır. Çalışma kapsamında; nicel veriler için ilginin kuramsal çerçevesi ve ilgili literatür dikkate alınarak “Ortaokul Öğrencileri için Matematik İlgi Ölçeği”, araştırmacılar tarafından geliştirilmiştir. Ayrıca, nitel veriler için yarı yapılandırılmış görüşme formu hazırlanmış böylelikle ortaokul öğrencilerinin matematiğe olan ilgilerini etkileyen faktörler hakkında derinlemesine bilgi edinmek hedeflenmiştir. Araştırmanın nicel boyutuna 1671 (827 kız, 844 erkek) ve nitel boyutuna 17 (10 kız, 7 erkek), 7 ve 8. sınıf öğrencisi katılmıştır. Araştırma sonucunda; 7. sınıf öğrencileri matematik ilgileri yüksek düzey aralığında, 8. sınıf öğrencilerinin ise orta düzey aralığında olduğu ayrıca kız öğrencilerin matematik ilgileri yüksek düzey aralığında, erkek öğrencilerin ise orta ve yüksek düzey aralığında eşit oranda olduğu görülmüştür. Öğrenciler matematiğe yönelik ilgilerini etkileyen faktörleri kişinin kendisi, aile ve öğretmen olarak belirlemişlerdir.

Project Number

EF/18-154 code

References

  • Ainley, M., Hidi, S. & Berndorff, D. (2002). Interest, learning, and the psychological processes that mediate their relationship. Journal of Educational Psychology, 94(3), 545-561.
  • Aksu, H. H. (2010). Öğrenci seçme sınavına (öss) girecek öğrencilerin matematik ilgisi üzerine bir çalışma. Sakarya University Journal of Education, 20, 43-57.
  • Aybay, Y. (2005). A study developing mathematics self-efficacy scales for eight students. Master’thesis, Çukurova University, Adana, Turkey.
  • Baker, L., Scher, D., & Mackler, K. (1997). Home and family influences on motivations for reading. Educational Psychologist, 32(2), 69-82.
  • Bandura, A. (1986). Social foundations of thought and action: a social cognitive theory. Englewood Cliffs, NJ, US:Prentice-Hall.
  • Beilock, S.L., Gunderson, E.A., Ramirez, G., & Levine, S.C. (2010). Female teachers’ math anxiety affects girls’ math achievement. Proceedings of The National Academy of Sciences of The United States of America, 107(5), 1860–1863. doi:10.1073/pnas.0910967107.
  • Bergin, D.A. (2016). Social influences on interest. Educational Psychologist, 51(1), 7-22. doi:10.1080/00461520.2015.1133306
  • Büyüköztürk, Ş. (2006). İstatistik, araştırma deseni SPSS uygulamaları ve yorum. Ankara:Pegem.
  • Büyüköztürk, Ş., Akgün, Ö.E., Kahveci, Ö. ve Demirel, F. (2004). The validity and reliability study of the Turkish version of the motivated strategies for learning questionnaire. Educational Sciences: Theory & Practice, 4(2), 231-239.
  • Carmichael, C., Callingham, R., & Watt H.M.G. (2017). Classroom motivational environment influences on emotional and cognitive dimensions of student interest in mathematics. ZDM Mathematics Education, 49(3), 449-460. doi:10.1007/s11858-016-0831-7
  • Chrestensen, A. (2007). Real-world context, interest, understanding, and retention. Master’s theses, Michigan Technological University.
  • Creswell, J.W., & Clark, V.L.P. (2015). Designing and conducting mixed methods research. Sage.
  • Crowley, K., Barron, B., Knutson, K., & Martin, C.K. (2015). Interest and the development of pathways to science. In K. A. Renninger, M. Nieswandt, & S. Hidi (Eds.), Interest in mathematics and science learning (pp. 297-313). Washington, DC:American Educational Research Association.
  • Çiçek, Ö. ve İlhan, N. (2017). Evaluating interest in acids–bases: development of an acid base interest scale (ABIS) and assessment of pre-service science teachers' interest. Chemistry Education Research and Practice, 18(4), 630-640.
  • Deci, L. E. (1992). The relation of interest to motivation of behavior: A self-determination theory perspective. In K.A. Renninger, S. Hidi & Krapp (Eds.), The role of interest in learning and development (pp. 3-25). Hillsdale, NJ: Lawrence Erlbaum Associates.
  • DeLay, D., Laursen, B., Kiuru, N., Poikkeus, A.M., Aunola, K., & Nurmi, J.E. (2016). Friend influence and susceptibility to influence: changes in mathematical reasoning as a function of relative peer acceptance and interest in mathematics. Merrill-Palmer Quarterly, 62(3), 306-333.
  • Deniz, K.Z. (2009). Occupational field interest inventory (OFII) development study. YYU Journal of Education Faculty, 6(1), 289-310.
  • Ertaş-Kılıç, H. ve Keleş, Ö. (2017). Development of the scale of interest in astronomy: Validity and reliability studies. Journal of Theory and Practice in Education, 13(1), 35-54.
  • Evans, E.M., Schweingruber, H., & Stevenson, H.W. (2002). Gender differences in interest and knowledge acquisition: The United States, Taiwan and Japan. Sex Roles, 47, 153-167.
  • Fisher, P.H., Dobbs-Oates, J., Doctoroff, G.L., & Arnold, D.H. (2012). Early math interest and the development of math skills. Journal of Educational Psychology, 104(3), 673-681. doi:10.1037/a0027756
  • Frenzel, A.C., Goetz, T., Pekrun, R., & Watt, H.M. (2010). Development of mathematics interest in adolescence: Influences of gender, family, and school context. Journal of Research on Adolescence, 20(2), 507-537. doi:10.1111/j.1532-7795.2010.00645.x
  • Frome, P.M., Alfed, C.J., Eccles, J.S., & Barber, B.L. (2006). Why don't they want a male dominated job? An investigation of young women who changed their occupational aspirations. Educational Research and Evaluation, 12, 359–372.
  • Harackiewicz, J.M., & Hulleman, C.S. (2010). The importance of interest: the role of achievement goals and task values in promoting the development of interest. Social and Personality Psychology Compass, 4(1), 42-52.
  • Harackiewicz, J.M., Smith, J.L., & Priniski, S.J. (2016). Interest matters: The importance of promoting interest in education. Policy İnsights From the Behavioral and Brain Sciences, 3(2), 220-227.
  • Hidi, S., & Baird, W. (1988). Strategies for increasing text-based interest and students’ recall of expository texts. Reading Research Quarterly, 23(4), 465–483.
  • Hidi, S., Renninger, K.A., & Krapp, A. (1992). The present state of interest research. In Renninger, A., Hidi, S., & Krapp, A. (Eds.), The Role of Interest in Learning and Development. Hillsdale, NJ:Lawrence Erlbaum Associates.
  • Hooper, D., Coughlan, J., & Mullen, M. (2008). Structural equation modelling: guidelines for determining model fit. Electronic Journal of Business Research Methods, 6(1), 53-60.
  • Jacobs, J.E., & Bleeker, M.M. (2004). Girls' and boys' developing interests in math and science: Do parents matter?. New Directions for Child and Adolescent Development, 106, 5-21.
  • Kier, M.W., Blanchard, M.R., Osborne, J.W., & Albert, J.L. (2014). The development of the STEM career interest survey (STEM-CIS). Research in Science Education, 44(3), 461-481. doi:10.1007/s11165-013-9389-3.
  • Kitsantas, A., Kitsantas, P., & Kitsantas, T. (2013). Assessing college student interest in math and/or computer science in a cross-national sample using classification and regression trees. International Education Journal: Comparative Perspectives, 11(2), 45-62.
  • Kline, R.B. (2011). Principles and practice of structural equation modeling. New York:The Guilford Press.
  • Köller, O., Baumert, J., & Schnabel, K. (2001). Does interest matter? the relationship between academic interest and achievement in mathematics. Journal For Research in Mathematics Education, 32(5), 448-470.
  • Krapp, A. (1999). Interest, motivation and learning: An educational-psychological perspective. European Journal of Psychology of Education, 14(1), 23-40.
  • Kuzgun, Y. (2000). Meslek danışmanlığı kuramlar uygulamalar. Ankara:Nobel.
  • Kuzgun, Y. (2006). İlgiler. Kuzgun, Y ve Deryakulu, D. (Eds.) Eğitimde Bireysel Farklılıklar (ss.73-96). Ankara: Nobel.
  • Laçin-Şimşek, C. ve Nuhoğlu, H. (2009). The development of an reliable and valid cruosity scale for science subjects. Sakarya University Journal of Education, 18, 28-41.
  • Larson, R., & Richards, M.H. (1991). Daily companionship in late childhood and early adolescence: Changing developmental contexts. Child Development, 62, 284–300. doi:10.2307/1131003
  • Lamb, R.L., Annetta, L., Meldrum, J., & Vallett, D. (2014). Measuring science interest: Rasch validation of the science interest survey. International Journal of Science and Mathematics Education, 10(3), 643-668.
  • Lent, R.W., Brown, S.D., & Hackett, G. (1994). Toward a unifying social cognitive theory of career and academic interest, choice, and performance. Journal of Vocational Behavior, 45, 79–122. doi:10.1006/jvbe.1994.1027
  • Lent, R.W., Brown, S.D., & Hackett, G. (2000). Contextual supports and barriers to career choice: A social cognitive analysis. Journal of Counseling Psychology, 47(1), 36. doi:10.1037//00220167.47.1.36
  • Mazer, J.P (2012) Development and validation of the student interest and engagement scales, Communication Methods and Measures, 6(2), 99-125. doi: 10.1080/19312458.2012.679244
  • MoNE (Ministry of National Education) (2017). Curriculum of mathematics for 1-8 th grades. Ankara.
  • Miles, M.B., & Huberman, A.M. (1994). Qualitative data analysis: An expanded sourcebook. (2. Ed). Thousand Oaks: Sage.
  • Mitchell, M. (1993). Situational interest: Its multifaceted structure in the secondary school mathematics classroom. Journal of Educational Psychology, 85(3), 424.
  • National Research Council. (2004). Engaging schools: fostering high school students’ motivation to learn. Washington, DC:National Academies Press.
  • Oh, Y.J., Jia, Y., Lorentson, M., & LaBanca, F. (2013). Development of the educational and career interest scale in science, technology, and mathematics for high school students. Journal of Science Education and Technology, 22(5), 780-790. doi:10.1007/s10956-012-9430-8
  • Otrar, M., & Canel, A.N. (2015). The validity and reliability study of BİLFEN vocational interest inventory. Journal of Research in Education and Teaching, 4(4), 186-198.Pallant, J. (2013). SPSS survival manual. UK:McGraw-Hill Education.
  • Raykov, T., & Marcoulides, G.A. (2000). A first course in structural equation modeling. London:Lawrence Erlbaum Associates.
  • Rellensmann, J., & Schukajlow, S. (2017). Does students’ interest in a mathematical problem depend on the problem’s connection to reality? An analysis of students’ interest and pre-service teachers’ judgments of students’ interest in problems with and without a connection to reality. ZDM Mathematics Education, 49(3), 367-378. doi:10.1007/s11858-016-0819-3
  • Renninger, K.A. (2000). Individual interest and its implications for understanding intrinsic motivation. In.C. Sansone, & J.M. Harackiewicz (Eds.). Intrinsic and extrinsic motivation: the search for optimal motivation and performance (pp. 373–404). New York:Academic Press.
  • Rowan‐Kenyon, H.T., Swan, A.K., & Creager, M.F. (2012). Social cognitive factors, support, and engagement: early adolescents’ math interests as precursors to choice of career. The Career Development Quarterly, 60, 2-15.
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There are 67 citations in total.

Details

Primary Language English
Journal Section Articles
Authors

Emine Özgür Şen 0000-0002-8177-0984

Zeynep Koyunlu Ünlü 0000-0003-3627-1809

Project Number EF/18-154 code
Publication Date September 1, 2020
Submission Date May 12, 2019
Acceptance Date May 5, 2020
Published in Issue Year 2020 Issue: 50

Cite

APA Şen, E. Ö., & Koyunlu Ünlü, Z. (2020). Determination of Middle School Students’ Interest in Mathematics: The Case of Grades 7 and 8. Pamukkale Üniversitesi Eğitim Fakültesi Dergisi(50), 491-510. https://doi.org/10.9779/pauefd.563524