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THE IMPACTS OF ANXIETY AND SELF-EFFICACY BELIEFS OF STUDENTS ON THE ACHIEVEMENT LEVELS ABOUT READING AND INTERPRETATION OF GRAPHS

Yıl 2016, Cilt: 4 , 367 - 371, 01.09.2016

Öz

The
aim of this study was to examine the effects of anxiety and self-efficacy
beliefs of the eighth grade students on the achievement levels about the
reading and interpretation of the frequency polygon and histogram. There were a
total of 388 eighth grade students involved in this study. They attended to the
study from four different middle schools. The researchers used three different
instruments in the collection of the data. One of the instruments was a
multiple choice statistics test that included 22 questions about the reading
and interpretation of graphs and finding of the measures of both central
tendency and dispersion. This test was developed by the researchers who piloted
it and found its reliability of Cronbach's alpha value as 0.80. The researchers also used a
math anxiety scale developed by Şentürk (2010) and a math self-efficacy beliefs
scale developed by Umay (2002) in the study. After the collection of the data,
the researchers employed the paired samples t-test, independent samples t-test
and two-way ANOVA in the analysis of the data. The study demonstrated that the
anxiety and self-efficacy levels of the 8th grade students in
mathematics had considerable effects on the students’ achievement levels about
the reading and interpretation of the frequency polygon and histogram. The
study also indicated that there were positive relationships between the
students’ self-efficacy levels and the overall test scores. Furthermore, when
their achievement levels were examined according to their anxiety levels, the
achievement levels of the students on the test were found successively medium,
low and high. The interaction of students’ anxiety and self-efficacy levels did
not influence the accomplishment levels of the students about the reading and
interpretation of the graphs. 

Kaynakça

  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. Ashcraft, M. H., & Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition & Emotion, 8, 97-125. Aşkar, P. ve Umay, A. (2001). İlköğretim Matematik Öğretmenliği Öğrencilerinin Bilgisayarla İlgili Öz-Yeterlik Algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8. Baloğlu, M. (2001). Matematik Korkusunu Yenmek. Kuram ve Uygulamada Eğitim Bilimleri, 1(1), 59-76. Bandura, A. (1995). Self-efficacy. In A. Bandura, (Eds.), Exercise of personnel and collective efficacy in changing societies, New York: Cambridge University Press. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York, NY: W. H. Freeman. Dev, P. C. (1998). Intrinsic motivation and the student with learning disability. Journal of Research and Development in Education, 31(2), 98-108. Fennema, E., & Hart, L. E. (1994). Gender and the JRME. Journal for Research in Mathematics Education, 25(6), 648-659. Forgasız, H. (2005). Gender and Mathematics: Re-Igniting The Debate. Mathematics Education Research Journal, 17 (1), 1-2. Friedman, L. (1994). Visualization in mathematics: Spatial reasoning skill and gender differences. In D. Kirshner (Ed.), Proceedings of the Sixteenth Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, (Vol.1, pp. 211-217). Baton Rouge, LA, USA. Halat, E. (2011). Efficiency of Reform Based Curriculum: Performance, Motivation and Gender with Two Different Instructional Approaches in Geometry. Saarbrücken: LAP LAMBERT Academic Publishing. Halat, E., Jakubowski, E. & Aydın, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4 (3), 285-292. Kaynar, Y. ve Halat, E. (2012). Sekizinci Sınıf Öğrencilerinin Grafik Okuma Ve Yorumlama Becerilerinin İncelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitim Kongresi, 27-30 Haziran, Niğde, TR. McMillan, J. H. (2000). Educational Research. Fundamentals for the consumers (3rd ed.). New York: Addison Wesley. Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554. Ryan, A.M., & Pintrich, P.R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341. Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. Paper presented at the Annual Conference of the American Educational Research Association, New York, NY. Selamet, C.S. ve Halat, E. (2014). Beşinci Sınıf Öğrencilerinin Çizgi Ve Sütun Grafiklerini Okuma Ve Yorumlama Becerilerinin İncelenmesi. XIII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 29-31 Mayıs, Kütahya, TR. Şentürk, B. (2010). İlköğretim Beşinci Sınıf Öğrencilerinin Genel Başarıları, Matematik Başarıları, Matematik Dersine Yönelik Tutumları ve Matematik Kaygıları Arasındaki İlişki. (Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi; Afyon. Tobias, S. (1993). Overcoming math anxiety. WW Norton & Company. Tooke, D. J. L., & Leonard, C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of preservice elementary teachers. School Science & Mathematics, 98(3), 136-142. Umay, A. (2002). İlköğretim Matematik Öğretmenliği Programının Öğrencilerin Matematiğe Karşı Özyeterlik Algısına Etkisi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. (16–18 Eylül 2002). Ankara: ODTÜ Kültür ve Kongre Merkezi. Wiersma, W. (2000). Research Methods in Education: An introduction, (7th ed.). Boston: Allyn & Bacon.
Yıl 2016, Cilt: 4 , 367 - 371, 01.09.2016

Öz

Kaynakça

  • Ashcraft, M. H. (2002). Math anxiety: Personal, educational, and cognitive consequences. Current Directions in Psychological Science, 11(5), 181-185. Ashcraft, M. H., & Faust, M. W. (1994). Mathematics anxiety and mental arithmetic performance: An exploratory investigation. Cognition & Emotion, 8, 97-125. Aşkar, P. ve Umay, A. (2001). İlköğretim Matematik Öğretmenliği Öğrencilerinin Bilgisayarla İlgili Öz-Yeterlik Algısı. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 21, 1-8. Baloğlu, M. (2001). Matematik Korkusunu Yenmek. Kuram ve Uygulamada Eğitim Bilimleri, 1(1), 59-76. Bandura, A. (1995). Self-efficacy. In A. Bandura, (Eds.), Exercise of personnel and collective efficacy in changing societies, New York: Cambridge University Press. Bandura, A. (1977). Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review, 84(2), 191-215. Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, NJ: Prentice-Hall. Bandura, A. (1997). Self-Efficacy: The exercise of control. New York, NY: W. H. Freeman. Dev, P. C. (1998). Intrinsic motivation and the student with learning disability. Journal of Research and Development in Education, 31(2), 98-108. Fennema, E., & Hart, L. E. (1994). Gender and the JRME. Journal for Research in Mathematics Education, 25(6), 648-659. Forgasız, H. (2005). Gender and Mathematics: Re-Igniting The Debate. Mathematics Education Research Journal, 17 (1), 1-2. Friedman, L. (1994). Visualization in mathematics: Spatial reasoning skill and gender differences. In D. Kirshner (Ed.), Proceedings of the Sixteenth Annual Meeting North American Chapter of the International Group for the Psychology of Mathematics Education, (Vol.1, pp. 211-217). Baton Rouge, LA, USA. Halat, E. (2011). Efficiency of Reform Based Curriculum: Performance, Motivation and Gender with Two Different Instructional Approaches in Geometry. Saarbrücken: LAP LAMBERT Academic Publishing. Halat, E., Jakubowski, E. & Aydın, N. (2008). Reform-Based Curriculum and Motivation in Geometry. Eurasia Journal of Mathematics, Science and Technology Education, 4 (3), 285-292. Kaynar, Y. ve Halat, E. (2012). Sekizinci Sınıf Öğrencilerinin Grafik Okuma Ve Yorumlama Becerilerinin İncelenmesi. X. Ulusal Fen Bilimleri ve Matematik Eğitim Kongresi, 27-30 Haziran, Niğde, TR. McMillan, J. H. (2000). Educational Research. Fundamentals for the consumers (3rd ed.). New York: Addison Wesley. Richardson, F. C., & Suinn, R. M. (1972). The Mathematics Anxiety Rating Scale: Psychometric data. Journal of Counseling Psychology, 19, 551-554. Ryan, A.M., & Pintrich, P.R. (1997). “Should I ask for help?” The role of motivation and attitudes in adolescents’ help seeking in math class. Journal of Educational Psychology, 89(2), 329-341. Schunk, D. H. (1996). Self-Efficacy for Learning and Performance. Paper presented at the Annual Conference of the American Educational Research Association, New York, NY. Selamet, C.S. ve Halat, E. (2014). Beşinci Sınıf Öğrencilerinin Çizgi Ve Sütun Grafiklerini Okuma Ve Yorumlama Becerilerinin İncelenmesi. XIII. Ulusal Sınıf Öğretmenliği Eğitimi Sempozyumu, 29-31 Mayıs, Kütahya, TR. Şentürk, B. (2010). İlköğretim Beşinci Sınıf Öğrencilerinin Genel Başarıları, Matematik Başarıları, Matematik Dersine Yönelik Tutumları ve Matematik Kaygıları Arasındaki İlişki. (Yüksek Lisans Tezi). Afyon Kocatepe Üniversitesi; Afyon. Tobias, S. (1993). Overcoming math anxiety. WW Norton & Company. Tooke, D. J. L., & Leonard, C. (1998). Effectiveness of a mathematics methods course in reducing mathematics anxiety of preservice elementary teachers. School Science & Mathematics, 98(3), 136-142. Umay, A. (2002). İlköğretim Matematik Öğretmenliği Programının Öğrencilerin Matematiğe Karşı Özyeterlik Algısına Etkisi. V. Ulusal Fen Bilimleri ve Matematik Eğitimi Kongresi. (16–18 Eylül 2002). Ankara: ODTÜ Kültür ve Kongre Merkezi. Wiersma, W. (2000). Research Methods in Education: An introduction, (7th ed.). Boston: Allyn & Bacon.
Toplam 1 adet kaynakça vardır.

Ayrıntılar

Bölüm Articles
Yazarlar

Erdoğan Halat Bu kişi benim

Firdevs Çimenci Ateş Bu kişi benim

Yayımlanma Tarihi 1 Eylül 2016
Yayımlandığı Sayı Yıl 2016 Cilt: 4

Kaynak Göster

APA Halat, E., & Çimenci Ateş, F. (2016). THE IMPACTS OF ANXIETY AND SELF-EFFICACY BELIEFS OF STUDENTS ON THE ACHIEVEMENT LEVELS ABOUT READING AND INTERPRETATION OF GRAPHS. The Eurasia Proceedings of Educational and Social Sciences, 4, 367-371.