ÖĞRENCİ SEÇME SINAVINA (ÖSS) GİRECEK ÖĞRENCİLERİN MATEMATİK İLGİSİ ÜZERİNE BİR ÇALIŞMA

Year 2010, Issue: 20, 43 - 58, 09.05.2013

Hasan Aksu

Abstract

The aim of this study was to determine the relation between the educational level of students’ parents, their income levels, sexes, the field that student prefers in the university examination and his math-interest. Therefore a math-interest scale of five-likert type was developed in such a way as to include 22 items, each of which out with sub-statements concerned with math-love, preference of math, tendancy toward math and the teacher as a means of creating enthusiasm about math. The scale of math-interest was directed to totally 300 students who were to
take the university examination. The result achieved indicated that no significant difference as regards math-interest was found between male and female students in terms of the effect of  ’ educational level on the students’ preference of a field in the university exam. However, the results also showed a relation between educational expectations and income level, which meant that the math-interest of the students from the families with a medium level of monthly income was higher than that of the students from the families with low or high level of monthly income. Based on the results achieved, a number of suggestions were made. 

Keywords

Math interest, Saxes, monthly income, Parents learning level, University exam entrance field

ÖĞRENCİ SEÇME SINAVINA (ÖSS) GİRECEK ÖĞRENCİLERİN MATEMATİK İLGİSİ ÜZERİNE BİR ÇALIŞMA

Abstract

Bu araştırmanın amacı öğrencilerin ebeveynlerinin öğrenim düzeyleri, gelir düzeyleri, cinsiyetleri ve ÖSS sınavına girdikleri alanlarla matematik ilgisi arasındaki ilişkileri belirlemektir. Bu amaçla, içerisinde matematikten hoşlanma, matematiği tercih etme, matematiğe yönelme ve iç uyarıcı olarak öğretmen alt boyutlarla ilgili ifadelerin yer aldığı toplam 22 madde içeren beşli likert tipi matematik ilgi ölçeği geliştirilmiştir. Matematik ilgi ölçeği sadece ÖSS sınavına girecek öğrencilerden oluşan toplam 300 öğrenciye uygulanmıştır. Bu araştırmadan elde edilen bulgulara göre kız ve erkek öğrenciler arasında, öğrencilerin ÖSS’ye giriş alanlarına göre, anne ve babalarının öğrenim durumları arasında matematik ilgisi ile ilgili anlamlı bir farklılık ortaya çıkmamıştır. Fakat, araştırmadan elde edilen bulgular gelir düzeyi ile eğitim beklentisi arasında bir ilişki olduğunu göstermektedir. Ailelerinin aylık geliri orta düzeyde olan öğrencilerin ailelerinin aylık geliri düşük ve yüksek olan öğrencilere oranla matematik ilgisinin daha fazla olduğu tespit edilmiştir. Elde edilen sonuçlar dahilinde bazı önerilerde bulunulmuştur. 

Keywords

Matematik İlgisi, Cinsiyet, Aylık gelir, Ebeveyn öğrenim düzeyi, ÖSS giriş alanı

References

• Baykul, Y. (1987). “Matematik ve Fen Eğitimi Yönünden Okullarımızdaki Durum”. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi. 2, 154-168.
• Bradley, R. H.,& Caldwell, B. M. (1984). “The relation of infants’ home environment to achievement test performance in first grade: A follow-up study”. Child Development, 55,803–809.
• Bregman, G.,& Killen, M. (1999). “Adolescents’ and young adults’ reasoning about career choice and the role of parental influence”. Journal of Research on Adolescence, 9, 253–275.
• Bruning, R. H., Schraw, G. J., & Ronning, R. R. (1999). “Cognitive psychology and instruction (3rd ed.)”. Upper Saddle River, NJ: Merrill.
• Eccles-Parsons, J., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J. L., & Midgley, C. (1983). “Expectancies, values, and academic behaviors”. In J. T. Spence (Ed.), Achievement and achievement motives: Psychological and sociological approaches (s. 75–146). San Francisco: Freeman.
• Eccles, J. S., Wigfield, A., Harold, R. D., & Blumenfeld, P.(1993). “Age and gender differences in children’s achievement self-perceptions during the elementary school years”. Child Development, 64, 830–847.
• Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). “Motivation to succeed”. In W. Damon (Series Ed.) & N. Eisenberg (Vol. Ed.), Handbook of child psychology: Vol. 3. Social,
• emotional, and personality development (5th ed., pp. 1017–1095). New York: Wiley.
• Entwisle, D. R.,& Alexander, K. L. (1996). “Family type and children’s growth in reading and math over the primary grades”. Journal of Marriageand Family, 58, 341–355.
• Gill, S.,& Reynolds, A. J. (1999). “Educational expectations and school achievement of urban African American children”. Journal of School Psychology,37, 403– 424.
• Hackett, G. & Betz, N. E. (1989). “An exploration of the mathematics self – efficacy mathematics performance correspondence”. Journal of Research in Mathematics Education. 20, 261- 273.
• Halle, T. G., Kurtz-Costes, B., & Mahoney, J. L. (1997). “Family influences on school achievement in low-income, African-American children”. Journal of Educational Psychology, 89, 527–537.
• Holloway, S.(1986). “The relationship of mothers’ beliefs to children’s mathematics achievement: Some effects of sex differences”. Merrill-Palmer Quarterly, 32, 231–250.
• Hidi, S. (1990). “Interest and its contribution as a mental resource for learning”. Review of Educational Research, 60, 549-572.
• Hidi, S.,& Harackiewicz, J. M. (2000). “Motivating the academically unmotivated: A critical issue for the 2lst century”. Review of Educational Research, 70, 151- 179.
• Jacobs, J. E. (1991). “The influence of gender stereotypes on parent and child math attitudes: Differences across grade-levels”. Journal of Educational Psychology, 83, 518–527.
• Jacobs, J. E.,& Eccles, J. S. (2000). “Parents, task values, and real-life achievement- related choices”. In C. Sansone & J. M. Harackiewicz (Eds.), Intrinsic and extrinsic motivation:The search for optimal motivation and performance (s. 405–439). Orlando: Academic Press.
• Jacobs, J. E., Lanza, S., Osgood, D. W., Eccles, J. S., & Wigfield, A. (2002). “Changes in children’s self-competence and values: Gender and domain differences across grades one through twelve”. Child Development, 73, 509–527.
• Krapp, A., Hidi, S., & Renninger, K. A.(1992). “Interest, learning, and development”. In K. A. Renninger, S. Hidi, & A. Krapp (Eds.), The role of interest in learning and development (pp. 1-26). Hillsdale, NJ: Lawrence Erlbaum Associates.
• Kulm, G. (1980). “Research on Mathematics Attitudes”, Research in Mathematics Education, 2, 356-387.
• Kuzgun, Y. (2000). “Meslek Danışmanlığı Kuramlar Uygulamalar”, Ankara:Nobel Yayınları.
• Larson, C. N. (1983). “Techniques for developing positive attitudes in pre-service elementary teachers”. Arithmetic Teacher, 83, 8-9.
• 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 optimalmotivation and performance (pp. 373-404). San Diego, CA: Academic Press.
• Renninger, K. A., Hidi, S., & Krapp, A. (Eds.) (1992). “The role of interest in learning and development”. Hillsdale, NJ: Lawrence Erlbaum Associates.
• Schiefele, U. (1999). “Interest and learning from text”. Science Studies Reading. 3, 257-280.
• Schofield, H. L. (1982). “Sex, grade level, and the relationship between mathematics attitude and achievement in children”. Journal Of Educational Research. 75, 280-284.
• Schraw, G. (1998). “Processing and recall differences among seductive details”. Journal of Educational Psychology. 90, 3-12.
• Stevens, T. & Olivarez, A. (2005). “Development and Evaluation of the Mathematics Interest Inventory”. Measurement and Evaluation in Counseling and Development . 38.
• Wade, S. E., Schraw, G, Buxton, W. M., & Hayes, M. T. (1993). “Seduction of the strategic reader: Effects of interest on strategies and recall”. Reading Research Quarterly, 28, 3-24.