Araştırma Makalesi
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Students’ Attitudes to Mathematics Learning and Assessment in Turkey and Ireland

Yıl 2020, Cilt: 7 Sayı: 1, 26 - 38, 26.03.2020

Öz

Affective variables and traits such as confidence and motivation have been shown to impact students’ achievement in science and mathematics as well as students’ willingness to continue to study these subjects. In addition, high-stakes examinations have been shown to negatively affect students’ confidence and motivation. Although Turkey and Ireland both have high-stakes examinations at the end of secondary school which determine entry to university, the examination systems differ in a number of ways. In this paper we compare the traits and attitudes of students in these two countries in relation to aspects of the teaching, learning and assessment of mathematics, and investigate the role that high-stakes examinations play. To do this, we use data collected from over 1200 students in Ireland and Turkey using the same instrument. We found that Turkish students were on average more confident and less anxious about mathematics than the Irish students. We also found exam-related differences in students’ views on teaching and study methods as well as on alternative assessment systems.

Kaynakça

  • Aysel, T., O'Shea, A. and Breen, S. 2011. A Classification of Questions from Irish and Turkish High-Stakes Examinations. In Proceedings of the British Society for Research into Learning Mathematics, ed. C. Smith, 31(1): 13-18. BSRLM.
  • Bakker, S., & Wolf, A. (2001). Examinations and entry to university: Pressure and change in a mass system. Assessment in Education: Principles, Policy & Practice, 8(3), 285-290.
  • Benmansour, N. (1999). Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco.
  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ, US.
  • Communications Unit Department of Education and Science, (2004). A Brief Description of the Irish Education System. http://www.education.ie.(accessed 6/3/2018).
  • Dweck, C. 1986. Motivational processes affecting learning. American Psychologist 41: 1040-1048.
  • Elwood, J. & Carlisle, K. (2003). Examining gender: Gender and achievement in the Junior and Leaving Certificate examinations. Queen’s University, Belfast.
  • Fennema, E. H., & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and related factors: A further study. Journal for Research in Mathematics Education, 189-203.
  • Gravetter, F. J. & Forzano, L-A. B. (2012). Research Methods for the Behavioral Sciences (4th ed.). Belmont, CA, US.
  • Gunderson, E.A., Park, D., Maloney, E.A., Beilock, S.L., & Levine, S.C. (2018). Reciprocal relations between motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19, 21-46.
  • Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.
  • Helms, R. M. (2008). University admission worldwide. World Bank.
  • Heubert, J. P. (2001). High-stakes testing: Opportunities and risks for students of color, English-language learners, and students with disabilities. National Center on Accessing the General Curriculum.[On-line]. Retrieved December, 19, 2002.
  • Heyneman, S. P. (2009). Introduction: The importance of external examinations in education. Vlaardingngerbroek, B. and Taylor, (2009).
  • Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919-926.
  • Leonard, M., & Davey, C. (2001). Thoughts on the 11 plus.
  • Linacre, JM., (2009). A User’s guide to winsteps-ministep: Rasch model computer programs. Program Manual 3.68.0. Chicago, IL.
  • Madaus, G. F. (1991). The effects of important tests on students: Implications for a national examination system. The Phi Delta Kappan, 73(3), 226-231.
  • Maltese, A. V. & Tai, R.H. (2011). Pipeline Persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education Policy. DOI: 10.1002/sce.20441
  • MEB, The Department of Education, Turkey, (2018). http://www.oges.meb.gov.tr. (accessed 16/4/2018).
  • Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 30, 65-88.
  • Mulhern, F., & Rae, G. (1998). Development of a shortened form of the Fennema-Sherman Mathematics Attitudes Scales. Educational and psychological Measurement, 58(2), 295-306.
  • OECD, (2003) Organisation for Economic Co-operation and Development, https://www.oecd.org/ireland/. (accessed 04/06/2019).
  • ÖSYM, (2019) Turkish university student selection and placement examination higher education council. http://www.osym.gov.tr. (accessed 04/06/2019).
  • Reay, D. & William, D. (1999). ‘I’ll be a nothing’: structure, agency and the construction of identity through assessment. British Educational Research Journal, 25 (3), 343-354.
  • Reyes, L. H. (1984). Affective variables and mathematics education. The elementary school journal, 84(5), 558-581.
  • Savelsbergh, E.R., Prins, G.T., Ruetbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172.
  • Sherman, J., & Fennema, E. (1977). The study of mathematics by high school girls and boys: Related variables. American Educational Research Journal, 14(2), 159-168.
  • Smyth, E., & Banks, J. (2012). High stakes testing and student perspectives on teaching and learning in the Republic of Ireland. Educational Assessment, Evaluation and Accountability, 24(4), 283-306.
  • Smyth, E., Banks, J., & Calvert, E. (2011). From Leaving Certificate to leaving school: A longitudinal study of sixth year students. Economic and Social Research Institute (ESRI) Research Series.
  • SEC, (2018) State examination commission. Examination Material Archive. http://www.examinations.ie. (accessed 13/4/2018).
  • Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397.
  • Yerdelen-Damar, S. & Elby, A. (2016). Sophisticated epistemologies of physics versus high-stakes tests: How do elite high-school students respond to competing influences about how to learn physics?. Physical Review Physics education Research, 12, 010118.

Students’ Attitudes to Mathematics Learning and Assessment in Turkey and Ireland

Yıl 2020, Cilt: 7 Sayı: 1, 26 - 38, 26.03.2020

Öz

Affective variables and traits such as confidence and motivation have been shown to impact students’ achievement in science and mathematics as well as students’ willingness to continue to study these subjects. In addition, high-stakes examinations have been shown to negatively affect students’ confidence and motivation. Although Turkey and Ireland both have high-stakes examinations at the end of secondary school which determine entry to university, the examination systems differ in a number of ways. In this paper we compare the traits and attitudes of students in these two countries in relation to aspects of the teaching, learning and assessment of mathematics, and investigate the role that high-stakes examinations play. To do this, we use data collected from over 1200 students in Ireland and Turkey using the same instrument. We found that Turkish students were on average more confident and less anxious about mathematics than the Irish students. We also found exam-related differences in students’ views on teaching and study methods as well as on alternative assessment systems.

Kaynakça

  • Aysel, T., O'Shea, A. and Breen, S. 2011. A Classification of Questions from Irish and Turkish High-Stakes Examinations. In Proceedings of the British Society for Research into Learning Mathematics, ed. C. Smith, 31(1): 13-18. BSRLM.
  • Bakker, S., & Wolf, A. (2001). Examinations and entry to university: Pressure and change in a mass system. Assessment in Education: Principles, Policy & Practice, 8(3), 285-290.
  • Benmansour, N. (1999). Motivational orientations, self-efficacy, anxiety and strategy use in learning high school mathematics in Morocco.
  • Bond, T. G., & Fox, C. M. (2007). Applying the Rasch model: Fundamental measurement in the human sciences. Mahwah, NJ, US.
  • Communications Unit Department of Education and Science, (2004). A Brief Description of the Irish Education System. http://www.education.ie.(accessed 6/3/2018).
  • Dweck, C. 1986. Motivational processes affecting learning. American Psychologist 41: 1040-1048.
  • Elwood, J. & Carlisle, K. (2003). Examining gender: Gender and achievement in the Junior and Leaving Certificate examinations. Queen’s University, Belfast.
  • Fennema, E. H., & Sherman, J. A. (1978). Sex-related differences in mathematics achievement and related factors: A further study. Journal for Research in Mathematics Education, 189-203.
  • Gravetter, F. J. & Forzano, L-A. B. (2012). Research Methods for the Behavioral Sciences (4th ed.). Belmont, CA, US.
  • Gunderson, E.A., Park, D., Maloney, E.A., Beilock, S.L., & Levine, S.C. (2018). Reciprocal relations between motivational frameworks, math anxiety, and math achievement in early elementary school. Journal of Cognition and Development, 19, 21-46.
  • Harlen, W., & Deakin Crick, R. (2003). Testing and motivation for learning. Assessment in Education: Principles, Policy & Practice, 10(2), 169-207.
  • Helms, R. M. (2008). University admission worldwide. World Bank.
  • Heubert, J. P. (2001). High-stakes testing: Opportunities and risks for students of color, English-language learners, and students with disabilities. National Center on Accessing the General Curriculum.[On-line]. Retrieved December, 19, 2002.
  • Heyneman, S. P. (2009). Introduction: The importance of external examinations in education. Vlaardingngerbroek, B. and Taylor, (2009).
  • Karatas, H., Alci, B., & Aydin, H. (2013). Correlation among high school senior students test anxiety, academic performance and points of university entrance exam. Educational Research and Reviews, 8(13), 919-926.
  • Leonard, M., & Davey, C. (2001). Thoughts on the 11 plus.
  • Linacre, JM., (2009). A User’s guide to winsteps-ministep: Rasch model computer programs. Program Manual 3.68.0. Chicago, IL.
  • Madaus, G. F. (1991). The effects of important tests on students: Implications for a national examination system. The Phi Delta Kappan, 73(3), 226-231.
  • Maltese, A. V. & Tai, R.H. (2011). Pipeline Persistence: Examining the association of educational experiences with earned degrees in STEM among U.S. students. Science Education Policy. DOI: 10.1002/sce.20441
  • MEB, The Department of Education, Turkey, (2018). http://www.oges.meb.gov.tr. (accessed 16/4/2018).
  • Middleton, J. A., & Spanias, P. A. (1999). Motivation for achievement in mathematics: Findings, generalizations, and criticisms of the research. Journal for research in Mathematics Education, 30, 65-88.
  • Mulhern, F., & Rae, G. (1998). Development of a shortened form of the Fennema-Sherman Mathematics Attitudes Scales. Educational and psychological Measurement, 58(2), 295-306.
  • OECD, (2003) Organisation for Economic Co-operation and Development, https://www.oecd.org/ireland/. (accessed 04/06/2019).
  • ÖSYM, (2019) Turkish university student selection and placement examination higher education council. http://www.osym.gov.tr. (accessed 04/06/2019).
  • Reay, D. & William, D. (1999). ‘I’ll be a nothing’: structure, agency and the construction of identity through assessment. British Educational Research Journal, 25 (3), 343-354.
  • Reyes, L. H. (1984). Affective variables and mathematics education. The elementary school journal, 84(5), 558-581.
  • Savelsbergh, E.R., Prins, G.T., Ruetbergen, C., Fechner, S., Vaessen, B.E., Draijer, J.M., & Bakker, A. (2016). Effects of innovative science and mathematics teaching on student attitudes and achievement: A meta-analytic study. Educational Research Review, 19, 158-172.
  • Sherman, J., & Fennema, E. (1977). The study of mathematics by high school girls and boys: Related variables. American Educational Research Journal, 14(2), 159-168.
  • Smyth, E., & Banks, J. (2012). High stakes testing and student perspectives on teaching and learning in the Republic of Ireland. Educational Assessment, Evaluation and Accountability, 24(4), 283-306.
  • Smyth, E., Banks, J., & Calvert, E. (2011). From Leaving Certificate to leaving school: A longitudinal study of sixth year students. Economic and Social Research Institute (ESRI) Research Series.
  • SEC, (2018) State examination commission. Examination Material Archive. http://www.examinations.ie. (accessed 13/4/2018).
  • Stipek, D., & Gralinski, J. H. (1996). Children's beliefs about intelligence and school performance. Journal of Educational Psychology, 88(3), 397.
  • Yerdelen-Damar, S. & Elby, A. (2016). Sophisticated epistemologies of physics versus high-stakes tests: How do elite high-school students respond to competing influences about how to learn physics?. Physical Review Physics education Research, 12, 010118.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Araştırma Makalesi
Yazarlar

Tugba AYSEL 0000-0001-7683-4501

Ann O'SHEA Bu kişi benim 0000-0001-8504-2290

Sinead BREEN Bu kişi benim 0000-0001-7215-0460

Yayımlanma Tarihi 26 Mart 2020
Yayımlandığı Sayı Yıl 2020 Cilt: 7 Sayı: 1

Kaynak Göster

APA AYSEL, T., O’SHEA, A., & BREEN, S. (2020). Students’ Attitudes to Mathematics Learning and Assessment in Turkey and Ireland. International Journal of Educational Studies in Mathematics, 7(1), 26-38.