DEVELOPMENT OF A MATHEMATICAL ATTAINMENT SCALE AIMED AT UNIVERSITY STUDENTS

Yıl 2016, Cilt: 13 Sayı: 2, 129 - 142, 27.10.2016

Mahir Biber Neş'e Başer

Öz

In this research, it is aimed to develop a “Maths Attainment Scale” which can
reveal the level of reaching mathematical achievements of university students. According to this, the study was performed with a total of 159 university students from various departments of Faculty of Engineering, Faculty of Science and Faculty of Economics in Dokuz Eylul University. In order to determine the content validity of the scale, it has benefited from the opinions of 8 specialists who were working in the field of mathematics education and educational sciences. Pre-trial practice of the scale was performed with 30 teacher candidates who were randomly selected from Elementary Mathematics Education Department in Buca Education Faculty of Dokuz Eylul University. An exploratory factor analysis has been made for construct validity of the “Maths Attainment Scale”. As a result of the factor analysis, after the items must have been taken from the scale have been removed, a scale which consists of 28 items has been formed. The highest score that can be obtained from the scale will be 140, and the lowest score will be 28. When obtained data were overall examined, it can be said that the “Maths Attainment Scale” prepared by the
researcher has high validity and reliability. It is believed that the developed scale can close a serious gap in the related literature by providing important contributions to Maths Education and Educators.

Anahtar Kelimeler

matematik eğitimi, kazanım, ölçek, faktör analizi

Development of A Mathematical Attainment Scale Aimed at University Students

Öz

In this research, it is aimed to develop a
"Maths Attainment Scale" which can reveal the level of reaching
mathematical achievements of university students. According to this, the study
was performed with a total of 159 university students from   various departments of Faculty of Engineering,
Faculty of Science and Faculty of Economics in Dokuz Eylul University. In order
to determine the content validity of the scale, it has benefited from the
opinions of 8 specialists who were working in the field of mathematics
education and educational sciences. Pre-trial practice of the scale was
performed with 30 teacher candidates who were randomly selected from Elementary
Mathematics Education Department in Buca Education Faculty of Dokuz Eylul
University. An exploratory factor analysis has been made for construct validity
of the "Maths Attainment Scale". As a result of the factor analysis,
after the items must have been taken from the scale have been removed, a scale
which consists of 28 items has been formed. The highest score that can be
obtained from the scale will be 140, and the lowest score will be 28. When
obtained data were overall examined, it can be said that the "Maths
Attainment Scale" prepared by the researcher has high validity and
reliability. It is believed that the developed scale can close a serious gap in
the related literature by providing important contributions to Maths Education
and Educators.

Anahtar Kelimeler

mathematics education, attainment, scale, factor analysis

Kaynakça

• Akgül, A. ve Çevik, O. (2003). İstatistiksel analiz teknikleri: SPSS’te işletme yönetimi uygulamalar. Ankara: Emek Ofset.
• Arıkan, A. (2008). Medya araştırmaları için temel içerik çözümlemesi, http://www.yeditepe.edu.tr/egitim/ari-kan.html Date of Access:15.11. 2015.
• Aydın, C. (1999, 13 Ocak). Bilgisayarlar ve iletişim. Radikal, s. 4. Meydan Larousse. (1998). Bilgi dünyasına yolculuk (2nd ed, Vol 15, pp. 413-418). Ankara: 3B Publishing.
• Aşkar, P. ve Umay, A. (2001). İlköğretim matematik öğretmenliği öğretmen adaylarının bilgisayarla ilgili öz-yeterlik algısı. Hacettepe University Journal of Education Faculty, 21, pp. 1-8.
• Başer, N. (1996).Ders geçme ve kredi sisteminde lise öğrencileri için bir matematik başarı testi tasarımı ve uygulanabilirliğinin araştırılması. Yayınlanmamış Doktora Tezi. İzmir: Dokuz Eylül Üniversitesi Sosyal Bilimler Enstitüsü.
• Bozdoğan, A.E. ve Öztürk, Ç. (2008). Coğrafya ile ilişkili fen konularının öğretimine yönelik öz-yeterlilik inanç ölçeğinin geliştirilmesi. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 2(2), pp. 66-81.
• Büyüköztürk, Ş. (2002). Faktör analizi: Temel kavramlar ve ölçek geliştirmede kullanımı. Educational Administration: Theory and Practice, Vol: 32, pp. 470-484.
• Cynx, J., Williams, H., & Nottebohm, F. (1992). Hemispheric differences in avian song discrimination. Proceedings of the National Academy of Sciences, 89, 1372- 1375.
• De Vaney, A., Stephan, G., & Ma, Y. (Eds.). (2000). Technology and resistance. New York:Peter Lang. Experimental psychology. (1938). New York: Holt.
• Doruk, B. K. ve Umay, A. (2011). Matematiği günlük yaşama transfer etmede matematiksel modellemenin etkisi, Hacettepe University Journal of Education Faculty, Vol 41, pp. 124-135.
• Draude, B., & Brace, S. (1998). Assessing the impact of technology on teaching and learning:Student perspectives. (HS Report. No. 81). Washington, DC: U.S. Department of Education.
• Duatepe, A. ve Çilesiz, Ş. (1999). Matematik tutum ölçeği geliştirilmesi. Journal of Hacettepe University Education Faculty, 17, 45-52.
• Erkuş, A. (2012). Psikolojide ölçme ve ölçek geliştirme-1. Ankara: Pegem Academy, Vol 1.
• Erol, E. (1989). Prevalence and Correlates of Mathematics Anxiety in Turkish High School Students. Unpublished Master Thesis, Boğaziçi University, Istanbul.
• Ersoy, Y. (2002). Teknoloji Destekli Matematik Eğitimi-1: Gelişmeler, Politikalar ve Stratejiler, Elementary Education Online, January 2002. http://ilkogretim-online.org.tr
• Ersoy, Y. (2006). İlköğretim matematik öğretim programındaki yenilikler-1: Amaç, içerik ve kazanımlar. Elementary Education Online, 5(1), 30-44.
• Ersoy, E. (2012). Üst düzey düşünme becerilerinin probleme dayalı öğrenme sürecinde duyuşsal kazanımlara etkisi. Dokuz Eylül University, Institute of Educational Sciences, PhD Thesis.
• Fidan, N. ve Erden, M. (1986). Eğitim bilimine giriş. Ankara: Kadıoğlu Printery.
• Fennema, E., Sherman, J. A. (1976). Fennema-Sherman mathematics attitudes scales: Instruments designed to measure attitudes toward the learning of mathematics by females and males. Journal for Research in Mathematics Education, Vol. 7, No: 5, 324-326.
• Günhan, B. C. (2006). İlköğretim II. kademede matematik dersinde probleme dayalı öğrenmenin uygulanabilirliği üzerine bir araştırma. Dokuz Eylül University Department of Primary Mathematics Education PhD Thesis.
• McIsaac, S., Aşkar, P., & Akkoyunlu, B. (2000). Computer links to the west: Experiences from Turkey. In A. de Vaney, S. Gance, & Y. Ma (Eds.), Technology and resistance (pp. 153–165). New York: Peter Lang Publishing.
• Nakip, M. (2006). Pazarlama araştırmaları: Teknikler ve SPSS destekli uygulamalar. Ankara: Seçkin Publishing.
• Roeder, K., Howdeshell, J., Fulton, L., Lonchhead, M., Craig, K., Peterson, R., et.al. (1967). Nerve cells and insect behaviour. Cambridge, MA: Harvard University Press.
• Rogers, E. M. (2003). Diffusion of innovation (5th ed.). New York: Free Press.
• Schwarzer, R. (1989). Statistics software tor meta-analysis, Retrieved on March 23, 2001, from http://www.yorku.ca/faculty/academic/schwarze/meta_e.htm
• Turkish Standarts Institute. (1992). Toplam kalite. Ankara: Turkish Standarts Institute
• N. K. Turanlı, N. Türker ve V. Keçeli (2008). Matematik alan derslerine yönelik tutum ölçeği geliştirilmesi, Hacettepe University Journal of Education, Vol 34, pp. 254-262.
• Tüzün, H. (2004). Motivating learners in educational computer games. (Unpublished doctoral dissertation, Indiana University, Bloomington, IN.)
• Tyler, L. E. (1971). Test and measurement.Second Edition Prentice-Hall.