The Relationship Between Secondary Students' Perceptions on The Interactional Behavior of Mathematics Teachers and the Students' Approach to Mathematics Learning

Year 2023, Issue: 93, 198 - 210, 16.03.2023

Gonca Güneş Sabahattin Deniz

https://doi.org/10.17753/sosekev.1165030

Abstract

This study examines the relationship between secondary school students' perceptions of mathematics teachers' teacher interaction behaviours and their mathematics learning approaches The study group of the research, in which the relational scanning model was used, consists of 1013 volunteer students. ‘'Teacher Interaction Scale’’ and ‘'Mathematics Learning Approaches Scale’’ were used to collect data in the study. While the teacher interaction scale consists of eight sub-dimensions and the mathematics learning approaches scale consists of three consists of sub-dimensions. Descriptive statistics and regression analyzes were used to analyze the data. The following findings were reached in the study: (1) It is seen that secondary school students adopt strategic, in-depth and surface learning approaches respectively in mathematics lessons. (2) Students perceive their mathematics teachers as helpful/friendly the most, then as understanding and leader, respectively. (3) There is a relationship between teacher interaction behaviours and students' approaches to learning mathematics. Strict and leader teacher behaviour characteristics are significant predictors of mathematics learning approaches. It has been seen that there is a positive relationship between the leader teacher feature and the deep learning approach, a negative relationship between the strict teacher feature and the deep learning approach, a positive relationship between the strict teacher feature and the surface learning approach, and a negative relationship between the strict teacher feature and the strategic learning approach.

Keywords

Teacher Interaction Behaviours, Learning Approaches, Mathematics Learning Approaches

İLKÖĞRETİM MATEMATİK ÖĞRETMENLERİNİN ETKİLEŞİM DAVRANIŞLARI İLE ÖĞRENCİLERİN MATEMATİK ÖĞRENME YAKLAŞIMLARI ARASINDAKİ İLİŞKİ

Abstract

Bu çalışmada ilköğretim matematik öğretmenlerinin etkileşim davranışları ile öğrencilerin matematik öğrenme yaklaşımları arasındaki ilişki incelenmiştir. İlişkisel tarama modelinin kullanıldığı araştırmanın çalışma grubu 1013 ortaokul öğrencisinden oluşmaktadır. Çalışma grubunun belirlenmesinde kolay ulaşılabilir örnekleme yöntemi kullanılmıştır. Araştırma verileri sekiz alt boyuttan oluşan ‘‘Öğretmen Etkileşim Ölçeği’’ ve üç alt boyuttan oluşan ‘‘Matematik Öğrenme Yaklaşımları Ölçeği’’ ile toplanmıştır. Verilerin çözümlenmesinde betimsel istatistikler ve regresyon analizleri kullanılmıştır. Araştırmada şu bulgulara ulaşılmıştır: (1) Ortaokul öğrencilerinin matematik dersinde sırayla stratejik, derinlemesine ve yüzeysel öğrenme yaklaşımlarını benimsedikleri görülmektedir. (2) Öğrenciler matematik öğretmenlerini en çok yardımsever/arkadaşça, daha sonra sırasıyla anlayışlı ve lider olarak algılamaktadırlar. (3)Öğretmen etkileşim davranışlarıyla öğrencilerin matematik öğrenme yaklaşımları arasında anlamlı bir ilişki bulunmaktadır. Öğrencilerin öğretmenlerini katı ve lider bir öğretmen olarak algılamaları onların matematik öğrenmeye yönelik yaklaşımlarını anlamlı olarak yordamaktadır. Lider öğretmen özelliği ile derin öğrenme yaklaşımı arasında pozitif yönlü, katı öğretmen özelliği ile derin öğrenme yaklaşımı arasında negatif yönlü, katı öğretmen özelliği ile yüzeysel öğrenme yaklaşımı arasında pozitif yönlü, katı öğretmen özelliği ile stratejik öğrenme yaklaşımı arasında negatif yönlü zayıf bir ilişkinin olduğu görülmüştür.

Keywords

Öğretmen Etkileşim Davranışları, Öğrenme Yaklaşımları, Matematik öğrenme Yaklaşımları

References

• Al Dweet, F. (2019). College level business courses in the UAE: Learning environment, teacher interpersonal behaviour and student adaptive learning engagement [Unpublished doctoral dissertation]. University of Curtin.
• Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8(4), 381-394. https://doi.org/10.1007/BF01680526
• Byrne, M., Flood, B., & Willis, P. (2002). The relationship between learning approaches and learning outcomes A study of Irish accounting students. Accounting Education, 11(1), 27-42. https://doi.org/10.1080/09639280210153254
• Ekinci, N. (2009). Üniversite öğrencilerinin öğrenme yaklaşımları. Eğitim ve Bilim, 34(151), 74-88.
• Entwistle, N., & McCune, V. (2004). The conceptual bases of study strategy inventories. Educational Psychology Review, 16(4), 325-345. https://doi.org/10.1007/s10648-004-0003-0
• Entwistle, N. J. (2001). Styles of learning and approaches to studying in higher education. Kybernetes, 30( 5/6), 593-603. https://doi.org/10.1108/03684920110391823
• Fisher, D., Henderson, D., & Fraser, B. (1995). Interpersonal behaviour in senior high school biology classes. Research in Science Education, 25(2), 125–133. https://doi.org/10.1007/BF02356447
• Fry, H., Ketteridge, S., & Marshall, S. (2009). A handbook for teaching and learning in higher education. (3. baskı). Routledge.
• Gall, M. D., Borg, W. R., & Gall, J. P. (1996). Educational research: An introduction (6. baskı). Longman.
• Goh, S.C., & Fraser, B. (1998). Teacher interpersonal behaviour, classroom environment and student outcomes in primary mathematics in Singapore. Learning Environments Research,1, 199-229. https://doi.org/10.1023/A:1009910017400
• Goh, S. C., & Fraser, B. J. (1996). Validation of an elementary school version of the questionnaire on teacher interaction. Psychological Reports, 79(2), 515–522. https://doi.org/10.2466/pr0.1996.79.2.515
• Göktepe-Yıldız, S., & Özdemir, A. Ş. (2018). Ortaokul öğrencilerinin matematik öğrenme yaklaşımlarının belirlenmesi. İlköğretim Online, 17(3), 1378-1401. https://doi.org/10.17051/ilkonline.2018.466358
• Henry,G.T.(1990). Practical sampling. Sage.
• Holmes, A. G. (2018). Contemporary students’ approaches to learning: a case study of the relationship between assessment and approaches to learning of education students at two English universities [Unpublished doctoral dissertation]. University of Sheffield.
• Kim, H., Fisher, D., & Fraser, B. (2000). Classroom environment and teacher interpersonal behaviour in secondary science classes in Korea. Evaluation and Research in Education, 14(1), 3–22. https://doi.org/10.1080/09500790008666958
• Leary, T. (1957). An interpersonal diagnosis of personality. Ronald.
• Marton, F., & Säljö, R. (1976a). On qualitative differences in learning: I Outcome and process. British Journal of Educational Psychology, 46(1), 4–11. https://doi.org/10.1111/j.2044-8279.1976.tb02980.x
• Marton, F., & Säljö, R. (1976b). On qualitative differences in learning-II outcome as a function of the learner’s conception of the task. British Journal of Educational Psychology, 46(2), 115–127. https://doi.org/10.1111/j.2044-8279.1976.tb02304.x
• Matic, L. J., Matic, I., & Katalenic, A. (2013). Approaches to learning mathematics in engineering study program. Mathematics teaching for the future, 186-195. https://files.eric.ed.gov/fulltext/ED542544.pdf
• Prosser, M., & Trigwell, K. (1999). Relational perspectives on higher education teaching and learning in the sciences. Studies in Science Education, 33(1), 31-60. https://doi.org/10.1080/03057269908560135
• Rakıcı, N. (2004). Eight grade students’perceptions of their science learning enviroment and teachers’ interpersonal behaviour (Tez No. 153139) [Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Ramsden, P. (2003). Learningto teach in higher education (3.baskı). Routledge.
• Ramsden, P. (1979). Student learning and perceptions of the academic environment. Higher Education, 8(4), 411-427. https://doi.org/10.1007/BF01680529
• Rawnsley D., & Fisher D. (1998). Associations between teacher-student interpersonal behaviour and student attitude to mathematics. Mathematics Education Research Journal, 10(1), 3–15. https://doi.org/10.1007/BF03217119
• Richardson, J. T. E. (2005). Students Approaches to Learning and Teachers Approaches to Teaching in Higher Education. Educational Psychology, 25(6), 673-680. https://doi.org/10.1080/01443410500344720
• Richardson, J. T. E. (1994). Cultural specificity of approaches to studying in higher education: A literature survey Higher Education, 27(4), 449-468. https://doi.org/10.1007/BF01384904
• Schmeck, R. R., & Grove, E. (1979). Academic achievement and individual differences in learning processes. Applied Psychological Measurement, 3(1), 43-49. https://doi.org/10.1177/0146621679003001
• Senemoğlu, N. (2011). Eğitim fakültesi öğrencilerinin öğrenme yaklaşımları ve çalışma becerileri. Eğitim ve Bilim, 36(160), 65-80.
• Şimşek, İ., & Mutlu, G. (2021). Associations between teachers’ interpersonal behaviour and students’ socio-emotional learning skills in social sciences classrooms in Turkey. International Journal of Contemporary Educational Research, 8(3), 119-132. https://doi.org/10.33200/ijcer.942396
• Şimşek, İ. (2020). Sosyal Bilgiler öğretmenlerinin kişilerarası davranışları ve öğrencilerin sosyal-duygusal öğrenme becerileri (Tez No. 641828) [Yüksek Lisans Tezi, İzmir Demokrasi Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Şimşeker, M. (2005). Eight grade students’ perceptions related to their mathematics teachers’ interpersonal behaviour (Tez No. 166852) [Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi]. Yükseköğretim Kurulu Ulusal Tez Merkezi.
• Telli, S., Çakıroğlu, J., & den Brok,P. (2009). Lise öğretmenlerinin kişilerarası davranışları ve öğretmen profilleri. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 36(36), 260-270.
• Trigwell, K., & Prosser, M. (1991). Relating approaches to study and quality of learning outcomes at the course level. British Journal of Educational Psychology, 61(3), 265–275. https://doi.org/10.1111/j.2044-8279.1991.tb00984.x
• Tuyan, S. (2017). Questionnaire on teacher-student interaction (qtı) as an instrument to measure teachers’ and students’ perceptions ın efl classes in higher education. Çukurova Üniversitesi Sosyal Bilimler Enstitüsü Dergisi, 26(1), 186-200.
• Vanthournout, G., Noyens, D., Gijbels, D., & Van den Bossche, P. (2014). The relationship between workplace climate, motivation and learning approaches for knowledge workers. Vocations and Learning,7(2), 191–214. https://doi.org/10.1007/s12186-014-9112-1
• Wubbels, T., & Levy, J. (1993). Do you know what you look like?. Routledge Falmer.
• Wubbels, T., Créton, H. A., & Hooymayers, H. P. (1985). Discipline problems of beginning teachers: Interactional behaviour mapped out. American Educational Research Association ,Chicago. (ERIC document 260040).