An Investigation, Based on Some Variables, into the Attitudes of Middle School Students towards Mathematics and Metacognitive Skills
Öz
The aim of this study is to
analyze the effects of gender and the education level of parents on students’
attitudes towards mathematics and metacognitive skills. The second aim of the
study is to analyze the relationship between previous mathematics grades with
attitudes towards mathematics and metacognition skills. This research is a
survey model within quantitative descriptive studies. The research was carried
out in a middle school which is selected as a convenient sampling methodology
in the Melikgazi district of Kayseri, Turkey during the fall semester of
2018-2019 academic year. The sample of the study was with a total of 122
students from different grades in middle school — 29 fifth graders, 31 sixth
graders, 32 seventh graders, and 30 eighth graders. Metacognition Scale,
Attitude Scale, and Demographics Scale were administered to students for
collecting data. Independent samples t-test, one-way analysis of variance
(ANOVA), and Pearson correlation analysis were run. In the analysis, there was
no statistically significant mean difference between attitude towards
mathematics and metacognitive skill scores of girls and boys. There was no
statistically significant mean difference between attitudes towards mathematics
and metacognitive skills of middle school students in terms of their parents’
education level. In this study, a moderately positive relationship was found
between the students' previous year-end mathematics scores and their attitude
towards mathematics and metacognitive skill total score. Moreover, a moderate
positive relationship was found between attitude towards mathematics scores and
metacognition skill total scores. Mathematics activities for developing
metacognition skills are suggested in the classrooms.
Anahtar Kelimeler
Attitude towards mathematics metacognitive skills middle school students gender parents’ education level mathematics achievement scores
Kaynakça
- Akdemir, Ö. (2006). İlköğretim öğrencilerinin matematik dersine yönelik tutumları ve başarı güdüsü (Master’s Thesis). Dokuz Eylul University, İzmir. Asık, G. & Erktin, E. (2019). Metacognitive Experiences: Mediating the relationship between metacognitive knowledge and problem-solving. Education and Science, 44(197), 85-103. Askar, P. & Erden, M. (1987). Öğretmenlik mesleğine yönelik tutum ölçeği. Çağdaş Eğitim, 121(12), 8-11. Atay, A. D. (2014). Investigation on secondary school students’ motivation levels and metacognitive awareness on learning science (Master’s Thesis). Adnan Menderes University, Aydın. Bagceci, B., Doş, B. & Sarica, R. (2011). An analysis of metacognitive awareness levels and academic achievement of primary school students. Mustafa Kemal University Journal of Social Sciences Institute, 8(16), 551–566. Baki, A. (2006). Kuramdan uygulamaya matematik eğitimi. Derya Publishing. Bas, F. & Sagirli, M. O. (2017). A Content analysis of the articles on metacognition in education in turkey. Education and Science, 42(192), 1-33. Baykara, K. (2011). A study on “teacher effıcacy perceptıons” and “metacognıtıve learnıng strategıes” of prospectıve teachers. Hacettepe University Journal of Education, 40, 80-92. Bursalıoglu, F. (2010). The effects of pattern and tesselation activities by teaching method of analyses on sixth grade students’ maths attitudes and their academic successes (Master’s Thesis). Eskisehir Osmangazi University, Eskisehir. Buyukozturk, S. (2002). Factor analysis: basic concepts and using to development scale Educational Administration: Theory and Practice, 8(4), 470-483. Buyukozturk, S. (2006). Sosyal bilimler için veri analizi el kitabı. Ankara: Pegem Publishing. Chen, M. H., Gualberto, P. J. & Tameta, C. L. (2009). The development of metacognitive reading awareness inventory. TESOL Journal, 1, 43-57. Caliskan, M. & Sunbul, A. M. (2011). The effects of learning strategies instruction on metacognitive knowledge, using metacognitive skills and academic achievement (primary education sixth-grade Turkish course sample). Educational Sciences: Theory & Practice, 11(1), 148-153. Çaglikose, M. (2019). Analyze sixth-grade students' metacognition skills in the process of solving fraction problems (Master’s Thesis). Erciyes University, Kayseri. Celik, H. C. & Bindak, R. (2005). Investigation of the primary school teacher students’ attitudes towards mathematics by various variables. Kastamonu Education Journal, 13(2), 427-436. Cokluk, O., Sekercioglu, G. & Buyukozturk, S. (2010). Sosyal bilimler için çok değişkenli istatistik: SPSS ve Lisrel uygulamaları. Ankara: Pegem Academy. Dogan, N. & Barıs, F. (2010). Tutum, değer ve özyeterlik değişkenlerinin TIMSS-1999 ve TIMSS-2007 sınavlarında öğrencilerin matematik başarılarını yordama düzeyleri. Journal of Measurement and Evaluation in Education and Psychology, 1(1), 44-50. Ekizoglu, N. & Tezer, M. (2007). İlköğretim öğrencilerinin matematik dersine karşı tutumları ile matematik başarı puanları arasındaki ilişki. Cypriot Journal of Educational Sciences, 2(1), 43-57. Flavell, J. H. (1987). Speculations about the nature and the development of metacognition. In F. E. Weinert & R. H. Kluwe (Editors), Metacognition, motivation, and understanding (21-29). Hillsdale, NJ: Lawrance Erlbaum Associates, Publishers. Gurefe, N. (2015). İlköğretim öğrencilerinin üstbilişsel farkındalıklarının bazı değişkenlere göre incelenmesi. Uluslararası Eğitim Bilimleri Dergisi, 2 (5), 237-246. Hannula, M. (2002). Attitude toward mathematics: Emotions, expectations, and values. Educational Studies in Mathematics, 49, 25-46. Johnson, R. M. (2000). Gender differences in mathematics performance: Walberg's Educational Productivity Model and the NELS: 88 Database. Annual Meeting of the American Educational Research Association. New Orleans: LA, USA. Kahramanoglu, R. & Deniz, T. (2017). An investigation of the relationship between middle school students’ metacognitive skills, mathematics self-efficacy, and mathematics achievement. Inonu University Journal of the Faculty of Education, 18(3), 189-200. Karasar, N. (2018). Bilimsel araştırma yöntemleri, (33. baskı). Ankara: Nobel Publishing. Katranci, Y. (2009). Cinsiyet, yaşam standardı ve matematik başarısı ile matematiği yönelik tutum arasındaki ilişki. XVIII. Ulusal Eğitim Bilimleri Kurultayı, Ege University, Izmir. Kaya, N. B. & Firat, T. (2011) İlköğretim 5. ve 6. sınıf öğrencilerinin öğrenme-öğretme sürecinde üstbilişsel becerilerinin incelenmesi. Celal Bayar University Journal of Faculty of Education, (1), 56- 70. Kurt, V. (2015). Problem kurma çalışmalarının 6. sınıf öğrencilerinin matematik kavramlarını öğrenme düzeylerine etkisi (Master’s Thesis). Marmara University, Istanbul. Ma, X. & Kishor, N. (1997). Assessing the relationship between attitude toward mathematics and achievement in mathematics: a meta-analysis. Journal for Research in Mathematics Education, 28, 26-47. Marzano, R. J., Brandt R. S., Hughes C. S., Jones B. F., Rankin S. C. & Suhor C. (1995). Düşünmenin boyutları: program ve öğretim için bir model (Doganay, A. and Kara, Z., Translated.), Cukurova University Faculty of Education Journal, 1(11), 25-38. Ministry of National Education (MoNE) (2018). Mathematics Curriculum. Ankara. Memis, A. & Arican, H. (2013). The Analysis of 5th-grade students’ mathematical metacognition levels between the variables gender and achievement. Karaelmas Journal of Educational Sciences, 1 (1), 76-93. Nazlicicek, N. & Erktin, E. (2002). İlköğretim matematik öğretmenleri için kısaltılmış matematik tutum ölçeği. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. Ankara. Ozkan, F. (2006). İlköğretim 8. sınıf öğrencilerinin matematik dersinde kullandıkları öğrenme stratejileri ile tutumları arasındaki ilişki (Doctoral thesis). Dokuz Eylul University, Izmir. Ozturk, A. Y. (2014). The effects of alternative assessment and evaluation methods applied in fifth grade mathematics course on academic achievement, persistence of learning, self-efficacy perception and attitudes (Doctoral Thesis) Canakkale 18 Mart University, Canakkale. Ozyigit, E. N. (2004). Köy devlet okulu, kent merkezi devlet okulu ve özel okullarda öğretimlerine devam eden ilköğretim 4. ve 8. sınıf öğrencilerinin matematik dersine yönelik tutumlarının çeşitli değişkenler açısından incelenmesi (Master’s Thesis). Dokuz Eylul University, Izmir. Pehlivan, H. (2010). AN analysis of Ankara science high school students’ attitudes towards math and their academic self-concepts in term of some family characteristics. Kastamonu Education Journal, 18(3), 805-818. Phillips, R. B. (1973). Teacher attitude as related to student attitude and achievement in elementary school mathematics. School Science and Mathematics, 73, 501–507. Peker, M. & Mirasyedioglu, Ş. (2003). Lise 2. sınıf öğrencilerinin matematik dersine yönelik tutumları ve başarıları arasındaki ilişki. Pamukkale University Journal of Education, 14(2), 157-166. Ruffell, M., Mason, J., & Allen, B. (1998). Studying attitude to mathematics. Educational Studies in Mathematics, 35(1), 1-18. Saracaloglu, A.S. (2000). The relationship between the academic achievement and attitudes about foreign language of the pre-service teachers. Education and Science, 25 (115), 65–72. Sarpkaya, G., Arik, G. & Kaplan, H. A. (2011). The relationship between elementary mathematics teacher candidates' awareness of using the metacognitive strategies and their attitudes towards mathematics Social Sciences Research Journal, II, 107-122. Savas, E. & Duru, A. (2005). Gender differences in mathematics achievement and attitude towards mathematics among first grade of high school. Eurasian Journal of Educational Research, 19, 263–271. Sevgi, S., & Caglıkose, M. (2019). Analyzing sixth grade students metacognition skills in process of solving fraction problems. Hacettepe University Journal of Education. Advance online publication. doi: 10.16986/HUJE.2019053981. Tabachnick, B. G. & Fidell, L. S. (2015). Çok değişkenli istatistiklerin kullanımı. (Translated M. Baloglu). Ankara: Nobel Publishing. Tuncer, M. & Yilmaz, Ö. (2016). An evaluation of the secondary school students' opinions on attitudes and anxieties towards mathematics class. Kahramanmaraş Sutcu Imam University Sosyal Bilimler Dergisi, 13(2), 47-64. Ural, A. (2007). the effect of cooperative learning on mathematics academic achievement, retention, mathematics self efficacy and attitudes toward mathematics (Doctoral thesis). Gazi University, Ankara. Unlu, V. (2015). THE effects of writing activities in the field of “probability and statistics” on seventh grade math students' achievement, attitudes and metacognition (Master’s thesis). Gazi University, Ankara. Van De Walle, J. A., Karp, K. S., & Bay-Williams, J. M. (2014). İlkokul ve ortaokul matematiği: gelişimsel yaklaşımla öğretim. Nobel Publishing. Yenilmez, K. & Ozabaci, N. Ş. (2003). Yatılı öğretmen okulu öğrencilerinin matematik ile ilgili tutumları ve matematik kaygı düzeyleri arasındaki ilişki üzerine bir araştırma. Pamukkale University Journal of Education, 14(2), 132-146. Yildiz, E., Akpinar, E., Tatar, N. & Ergin, Ö. (2009). Exploratory and confirmatory factor analysis of the metacognition scale for primary school students. Educational Sciences: Theory & Practice, 9(3), 1573-1604. Young, A. & Fry, J. D. (2008). Metacognitive awareness and academic achievement in college students. Journal of the Scholarship of Teaching and Learning, 8(2), 1-10. Yucel, Z. & Koc, M. (2011). The Relationship between the prediction level of elementary school students’ math achievement by their math attitudes and gender. Elementary Education Online, 10(1), 133-143. Zan, R. & di Martino, P. (2007). Attitude toward mathematics: Overcoming the positive/negative dichotomy. The Montana Mathematics Enthusiast. Monograph 3, 157-168.