Üniversite Öğrencilerinin Matematik Kaygısının Demografik ve Akademik Değişkenler Açısından İncelenmesi

Abstract

Bu çalışma, üniversite öğrencilerinin matematik kaygısı düzeylerini belirlemeyi ve bu düzeylerin cinsiyet, yaş grubu, sınıf düzeyi, fakülte, lise alanı, üniversitede matematikle ilişkili ders alma durumu ile Kamu Personeli Seçme Sınavı (KPSS) ve Akademi Giriş Sınavı’na (AGS) hazırlanma durumuna göre farklılaşıp farklılaşmadığını incelemeyi amaçlamıştır. Araştırma, nicel çerçevede tarama ve nedensel karşılaştırma desenleri kullanılarak yürütülmüştür. Katılımcıları, 2024–2025 eğitim-öğretim yılının bahar döneminde Selçuk Üniversitesi’nin farklı fakülte ve programlarında öğrenim gören 1.573 lisans öğrencisi oluşturmuştur. Veriler, Kişisel Bilgi Formu ve Kısa Matematik Kaygısı Ölçeği kullanılarak toplanmıştır. Ölçek bu örneklemde yüksek güvenirlik göstermiş, üç faktörlü yapısı da iyi düzeyde model uyumu sergilemiştir. Veriler betimsel istatistikler, tek yönlü varyans analizi ve Games-Howell post hoc testi ile analiz edilmiştir. Bulgular, üniversite öğrencilerinin genel matematik kaygısının orta düzeye yakın olduğunu ve alt boyutlar içinde en yüksek ortalamanın matematik sınav kaygısında görüldüğünü ortaya koymuştur. Genel matematik kaygısının cinsiyet, yaş, sınıf düzeyi, fakülte, lise alanı ve üniversitede matematikle ilişkili ders alma durumuna göre anlamlı biçimde farklılaştığı belirlenmiştir. Buna karşın, KPSS/AGS’ye hazırlanma durumuna göre anlamlı bir farklılık bulunmamıştır. Kadın öğrencilerin, 22 yaş ve üzerindeki öğrencilerin, dördüncü sınıf ve pedagojik formasyon öğrencilerinin, sözel alandan mezun olanların ve üniversitede matematikle ilişkili ders almayanların daha yüksek matematik kaygısı bildirdiği saptanmıştır. Bu bulgular doğrultusunda araştırmacılar ve uygulayıcılar için çeşitli öneriler sunulmuştur.

Keywords

• Matematik kaygısı
• sayısal işlem kaygısı
• matematik dersi kaygısı
• matematik sınav kaygısı
• üniversite öğrencileri

Examining University Students’ Mathematics Anxiety Across Demographic and Academic Variables

Abstract

This study aimed to determine university students’ mathematics anxiety levels and examine whether they differed by gender, age group, grade level, faculty, high school field of study, taking mathematics-related courses at university, and preparation for the Public Personnel Selection Examination (KPSS) and Academy Entrance Examination (AGS). The study was conducted within a quantitative framework using survey and causal-comparative designs. The participants were 1,573 undergraduate students enrolled in different faculties and programs at Selçuk University during the spring semester of the 2024–2025 academic year. Data were collected using a Personal Information Form and the Brief Mathematics Anxiety Scale. The scale demonstrated high reliability in this sample, and its three-factor structure showed good model fit. Data were analyzed using descriptive statistics, one-way analysis of variance, and the Games-Howell post hoc test. The findings showed that university students’ overall mathematics anxiety was close to a moderate level, and mathematics test anxiety had the highest mean among the subdimensions. Overall mathematics anxiety differed significantly by gender, age, grade level, faculty, high school field of study, and whether students had taken mathematics-related courses at university. However, it did not differ significantly according to preparation for the KPSS/AGS. Female students, students aged 22 and above, fourth-year students and pedagogical formation students, those who graduated from verbal tracks, and those who had not taken mathematics-related courses at university reported higher mathematics anxiety. Based on these findings, several recommendations were offered for researchers and practitioners.

Keywords

• Mathematics anxiety
• Numerical anxiety
• Mathematics course anxiety
• Mathematics test anxiety

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