Relationship between Metacognitive Learning Strategies, Statistics Anxiety and Achievement: An Example of Undergraduate Statistics Course

Öz

The aim of this study was to investigate the relationship between metacognitive learning strategies, statistics anxiety and success of pre-service teachers in an undergraduate statistics course. The study, which was designed in the correlational survey model, was carried out on 112 pre-service mathematics teachers who took statistics courses. Metacognitive Learning Strategies Scale and Statistical Anxiety Scale were used to collect the data. The achievement measure was the average of the Statistics end-of-term exams scores. For data analysis, Pearson Product-Moments Correlation Coefficient was used to determine the relationship between the variables and Multiple Linear Regression Analysis was used to study the predictor variables. As a result, the correlation between the two sub-factors of statistics anxiety (interpretation anxiety and asking for help anxiety) and metacognitive learning strategies was found to be low in the negative direction, and the correlation between success and metacognitive learning strategies was found to be low in the positive direction. In addition, it was concluded that together with all the sub-factors (test anxiety, interpretation anxiety and asking for help anxiety) that make up the statistics anxiety, success explains about 26% of the change in metacognitive learning strategies. Only test anxiety, interpretation anxiety and success are significant predictors of metacognitive learning strategies. The results of the study point to the need to explore the importance of metacognitive learning strategies, which are an effective component on pre-service teachers' statistics anxiety and success. The correlations between anxiety, success and metacognitive strategies indicate the need for more detailed studies.

Anahtar Kelimeler

• Cognitive Strategies
• Statistics Achievement
• Statistics Anxiety
• Learning Strategies
• Metacognition.

Üstbiliş Öğrenme Stratejileri, İstatistik Kaygısı ve Başarı Arasındaki İlişki: Bir Lisans İstatistik Dersi Örneği

Öz

: Bu çalışmanın amacı, öğretmen adaylarının lisans düzeyinde bir istatistik dersindeki üstbiliş öğrenme stratejileri, istatistik kaygısı ve başarıları arasındaki ilişkiyi incelemektir. İlişkisel tarama modelinde tasarlanan çalışma, istatistik dersi alan 112 matematik öğretmeni adayı üzerinde yürütülmüştür. Veriler Bilişötesi Öğrenme Stratejileri Ölçeği, İstatistik Kaygı Ölçeği yoluyla toplanmıştır. Başarı ölçütü olarak, öğretmen adaylarının dönem sonu istatistik başarı notları alınmıştır. Verilerin analizinde, değişkenler arasındaki ilişkinin belirlenmesi için Pearson Momentler Çarpımı Korelâsyon Katsayısı, istatistik kaygısı ve başarının üstbiliş stratejilerini yordama gücünü ortaya koymak amacıyla Çoklu Doğrusal Regresyon Analizi kullanılmıştır. Araştırma sonucunda istatistik kaygısını oluşturan iki alt faktör (yorumlama kaygısı ve yardım isteme kaygısı) ile üstbiliş öğrenme stratejileri arasındaki korelasyon negatif yönde düşük düzeyde, başarı ve üstbiliş öğrenme stratejileri arasında ki korelasyon pozitif yönde düşük düzeyde anlamlı bulunmuştur. Ayrıca istatistik kaygısını oluşturan tüm alt faktörler (sınav, yorumlama ve yardım isteme kaygısı) ile birlikte başarının, üstbiliş öğrenme stratejilerindeki değişimin yaklaşık %26’sını açıkladığı sonucuna ulaşılmıştır. Sadece sınav kaygısı, yorumlama kaygısı ve başarı üstbiliş öğrenme stratejileri üzerinde anlamlı bir yordayıcıdır. Araştırmanın sonuçları; öğretmen adaylarının istatistik kaygısı ve başarısı üzerinde etkili bir bileşen olan üstbiliş öğrenme stratejilerinin önemini keşfetme ihtiyacına işaret etmektedir. Kaygı, başarı ve üstbiliş stratejileri arasında ki korelasyonlar, daha ayrıntılı çalışmaların yapılması ihtiyacının olduğunu göstermektedir.

Anahtar Kelimeler

• Bilişsel stratejiler
• İstatistik Başarısı
• İstatistik Kaygısı
• Öğrenme stratejileri
• Üstbiliş.

Kaynakça

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