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ORTAOKUL ÖĞRENCİLERİN MATEMATİK DERSİ BAŞARILARINI ETKİLEYEN ÖĞRETMEN NİTELİKLERİ İLE İLGİLİ ALGILARI

Yıl 2017, Sayı: 12, 196 - 216, 01.12.2017

Öz

Bu çalışma ile öğrencilerin kendi matematik dersi başarılarını en çok etkileyen öğretmen niteliklerine yönelik ortak ve farklılaşan algılarının belirlenmesi ve öğrencilerin cinsiyet, sınıf seviyesi, matematik başarısı ve anne ve baba eğitim durumlarının öğretmen nitelik puanlarına etkisinin olup olmadığının belirlenmesi amaçlanmıştır. Bu çalışmada nicel araştırma yöntemlerinden tarama modeli kullanılmıştır. Katılımcılar rastsal olarak seçilen 5 ve 8. Sınıf düzeyleri arasında toplam 320 ortaokul öğrencisinden oluşmaktadır. Araştırmada veriler matematik öğretmen nitelikleri ölçeği ile toplanmıştır. Araştırma bulgularına göre etkili öğretmen niteliklerinin alan bilgisi ve öğretim bilgisi ile ilişkili olduğu tespit edilmiştir. ayrıca öğrencilerin cinsiyet, sınıf düzeyinin ve matematik başarılarının öğretmen nitelik puanları üzerinde etkisinin olduğu tespit edilmiştir. Kız öğrenciler erkek öğrencilere göre öğretmen niteliklerinin başarılarını daha fazla etkilediğini belirtmişlerdir. 5. sınıf öğrencileri 6., 7. ve 8. Sınıf öğrencilerine göre öğretmen niteliklerinin başarılarını daha fazla etkilediğini belirtmişlerdir. Ayrıca anne ve baba eğitim durumunun öğretmen nitelik puanları üzerinde bir etkisinin olmadığı tespit edilmiştir.

Kaynakça

  • Alcorn, M. 2004. Essential skills for Teachers for Excellence. Learning and Teaching Anthony, G., ve Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147-164
  • Boaler, J. (Ed.). (2001). Multiple perspectives on mathematics teaching and learning. Westport, CT:Ablex.
  • Bolyard, J. J., ve Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and science teacher quality. Peabody Journal of Education Borko, H., ve Whitcomb, J. A. (2008). Teachers, teaching, and teacher education: Comments on the National Mathematics Advisory Panel’s report. Educational Researcher, 37(9), 565-572. doi:10.3102/0013189X08328877
  • Cooper, H., Robinson, J. C., ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research. Review of Educational Research, 76, 1-62.
  • Cruickshank, D. L., Bainer, D. L. ve Metcalf, K. K (1995). The Act of Teaching. New York: McGraw-Hill İnc.
  • Cruickshank, D. L., Bainer, D. L. ve Metcalf, K. K. (1999). The Act of Teaching (2nd Edition). Boston: McGraw-Hill.
  • Çakmak, M. (2004). İlköğretimde Matematik Öğretimi ve Öğretmenin Rolü, http://www.matder.org.tr/index.php?option=com_content&view=article&catid= 8: matematik-kosesi-makaleleri&id=71:ilkogretimde-matematik-ogretimi-veogretmenin- rolu&Itemid=38
  • Darling-Hammond, L. (2007). Building a system for powerful teaching and learning. In B. Wehling ve C. Schneider (Eds.), Building a 21st century U.S. education system. New York, NY: National Commission on Teaching and America’s Future.
  • Darling-Hammond, L., ve Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25
  • Dee, T.S., (2006). The Why Chromosome: How a teacher's gender affects boys and girls. Education Next 6(4), pp. 68-75. http://media.hoover.org/documents/ ednext20064_68.pdf
  • Duruhan, K., Akdağ, M., ve Güven, M. (1990). Lise Üçüncü Sınıf Fen Bölümü Öğrencilerinin Matematik Dersi Öğretmenlerinden Okulda Ders İçi ve Ders Dışı Davranışlarına İlişkin Beklentileri. Eğitim ve Bilim, 14, 37-53.
  • Elmas Z., T. (2013). İlköğretim öğrencilerinin ve öğretmenlerinin fen ve teknoloji dersindeki öğrencinin başarısını, tutumunu ve motivasyonunu etkileyen öğretmen nitelikleri ile ilgili algıları, Yayımlanmamış Yüksek Lisans Tezi, Mehmet Akif Ersoy Üniversitesi, Burdur.
  • Erden, M. (1998). Ögretmenlik Meslegine Giris, İstanbul: Alkım Yayınları.
  • Foss, D. H., ve Kleinsasser, R. C. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and teacher Education, 12(4), 429-442
  • Goe, L., ve Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. Retrieved from http://www.tqsource.org/ publications/March2008Brief.pdf
  • Goldhaber, D. D., ve Brewer, D. J. (1997). Evaluating the effect of teacher degree level on educational performance. In W. J. Fowler (Ed.), Developments in school fi-nance, 1996 (pp. 197–210).Washington, DC: National Center for Education Statistics, U.S. Department of Education.
  • Greenwald, R., Hedges, L. V., ve Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.
  • Gürel, R., Korur, F., ve Gürel, N. (2013). Fen ve Matematik Öğretmen Adaylarının, Öğrencilerinin Fen ve Teknoloji ve Matematik Dersi Başarı, Tutum ve Motivasyonunu En Çok Etkileyen Öğretmen Nitelikleri İle İlgili Algıları, V. Uluslar arası Eğitim Araştırmaları Kongresi. Onsekiz Mart Üniversitesi, Haziran 6-9, 2013 Çanakkale /Türkiye
  • Gürses, A., Yalçın, M., ve Doğar, Ç. (2003). Fen Sınıflarında Öğretmenin Yeri. Milli Eğitim Dergisi, 157, 1-5
  • Hembree, R. ve Dessert, D.(1986). Effects Of Hand-Held Calculators In Precollege Mathematics Education: A Meta-Analysis. Journal For Research In Mathematics Education. 17(2) , p83-99.
  • Jaan, M., (2006). Students’ Homework and TIMSS 2003 Mathematics Results. Paper presented at the International Conference “Teaching Mathematics: Retrospective and Perspectives” (7th, Tartu, Estonia, May 12-13, 2006) ED491866
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi, Ankara, Nobel Yay.
  • Korur, F. (2001). The Effects of Teachers Characteristics on High School Students’ Physics Achievement, Motivation and Attitudes. Yayımlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Korur F., ve Eryılmaz A., 2009. Lise Öğrencilerinin Fizik Başarılarına Etki Eden Öğretmen Nitelikleri ile İlgili Algıları, GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 29(3), 733 – 761
  • Korur F. ve Eryılmaz A. (2012) Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics, Eurasian Journal of Educational Research,46,101-120
  • Lim, C. S. (2007). Characteristics of mathematics teaching in Shanghai, China: Through the lens of a Malaysian. Mathematics Education Research Journal, 19(1), 77-88.
  • Moyer, P. S., Bolyard, J. J., Kitsantas, A., ve Oh, H. (2008). The assessment of mathematics and science teacher quality. Peabody Journal of Education.
  • Nye, B., Konstantopoulos, S., ve Hedges, L. V. (2004). How large are teacher effects?, Educational Evaluation and Policy Analysis, 26(3), 237–259.
  • Ogden, D.H. (1994). Characteristics of good/effective teachers: Gender differences in student descriptors. (ERIC Document Reproduction Service No ED 383 657).
  • Piburn, M.D., ve Baker, D.R. (1993). If I were the Teacher…Qualitative Study of Attitude Toward Science. Science Teacher Education, 77(4), 393-406.
  • Reichel, N. ve Arnon, S. (2005). Three portraits of teachers in the view of students of teaching: The ideal teacher, the teacher of teachers and the image of the student him/herself as a teacher. Dapim, 40, 23-58.
  • Rivkin, S. G., Hanushek, E. A., ve Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
  • Seah, W. T. (2007). Qualities co-valued in effective mathematics lessons in Australia: preliminary findings. In Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168).
  • Sperandeo-Mineo, R.M., Fazio, C., ve Tarantino, G. (2006). Pedagogical Content Knowledge Development and Pre-service Physics Teacher Education: A Case Study. Research in Science Education, 36(3), 235-268.
  • Taylor, J.A., ve Dana, T.M. (2003). Secondary School Physics Teachers’ Conceptions of Scientific Evidence: An Exploratory Case Study. Journal of Research in Science Teaching, 40(8), 721-736.
  • Uz, H., ve Eryılmaz, A. (1999). Effects of Socioeconomic Status, Locus of Control, Prior Achievement, Cumulative GPA, Future Occupation and Achievement in Mathematics on Students’ Attitudes Toward Physics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16-17, 105-112.
  • Wayne, A.J., ve Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A review. Review of Educational Research, 73, 89-122.
  • Wilson, S., ve Floden, R. E. (2003). Creating effective teachers: Concise answers for hard questions. An addendum to the report “Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations.” Denver, CO: Education Commission of the States. (ERIC Document Reproduction Service No. ED 476366)
  • Witcher, A.E., Onwuegbuzie, A.J., Collins, K.M.T., Filer, J.D., Wiedmaier, C.D., ve Moore, C. (2003).Students’ Perceptions of Characteristics of Effective College Teachers. (ERIC Document Reproduction Service No. ED 482 517).
  • Wright, S. P., Horn, S. P., ve Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67.

MIDDLE SCHOOL STUDENTS’ PERCEPTIONS ABOUT EFFECTS OF TEACHERS’ CHARACTERISTICS ON STUDENTS MATH ACHIEVEMENT

Yıl 2017, Sayı: 12, 196 - 216, 01.12.2017

Öz

The purpose of this study is to investigate students’ perceptions of the common and differing effective characteristics of teachers on students’ mathematics achievement and to explore whether the effects of these characteristics were significantly associated with certain variables gender, grade level, mathematics achievement and mother and father education level . Relational survey method was used. Participants of the study was selected randomly and consisted of 320 students from 5th through 8th grades. Data were collected by “Mathematics Teacher Characteristics Scale”. According to findings, the most effective characteristics were about teachers’ subject matter and pedagogical knowledge. Furthermore, students’ gender, math achievement and grade level were important variables correlated with the teachers’ characteristics. Female students declared more than male students that teachers characteristics affecting students’ achievement. 5th grades declared more than 6th, 7th and 8th grades. It was found that, there was no statistically significant main effect for mother and father education level.

Kaynakça

  • Alcorn, M. 2004. Essential skills for Teachers for Excellence. Learning and Teaching Anthony, G., ve Walshaw, M. (2009). Characteristics of effective teaching of mathematics: A view from the West. Journal of Mathematics Education, 2(2), 147-164
  • Boaler, J. (Ed.). (2001). Multiple perspectives on mathematics teaching and learning. Westport, CT:Ablex.
  • Bolyard, J. J., ve Moyer-Packenham, P. S. (2008). A review of the literature on mathematics and science teacher quality. Peabody Journal of Education Borko, H., ve Whitcomb, J. A. (2008). Teachers, teaching, and teacher education: Comments on the National Mathematics Advisory Panel’s report. Educational Researcher, 37(9), 565-572. doi:10.3102/0013189X08328877
  • Cooper, H., Robinson, J. C., ve Patall, E. A. (2006). Does homework improve academic achievement? A synthesis of research. Review of Educational Research, 76, 1-62.
  • Cruickshank, D. L., Bainer, D. L. ve Metcalf, K. K (1995). The Act of Teaching. New York: McGraw-Hill İnc.
  • Cruickshank, D. L., Bainer, D. L. ve Metcalf, K. K. (1999). The Act of Teaching (2nd Edition). Boston: McGraw-Hill.
  • Çakmak, M. (2004). İlköğretimde Matematik Öğretimi ve Öğretmenin Rolü, http://www.matder.org.tr/index.php?option=com_content&view=article&catid= 8: matematik-kosesi-makaleleri&id=71:ilkogretimde-matematik-ogretimi-veogretmenin- rolu&Itemid=38
  • Darling-Hammond, L. (2007). Building a system for powerful teaching and learning. In B. Wehling ve C. Schneider (Eds.), Building a 21st century U.S. education system. New York, NY: National Commission on Teaching and America’s Future.
  • Darling-Hammond, L., ve Youngs, P. (2002). Defining “highly qualified teachers”: What does “scientifically-based research” actually tell us? Educational Researcher, 31(9), 13–25
  • Dee, T.S., (2006). The Why Chromosome: How a teacher's gender affects boys and girls. Education Next 6(4), pp. 68-75. http://media.hoover.org/documents/ ednext20064_68.pdf
  • Duruhan, K., Akdağ, M., ve Güven, M. (1990). Lise Üçüncü Sınıf Fen Bölümü Öğrencilerinin Matematik Dersi Öğretmenlerinden Okulda Ders İçi ve Ders Dışı Davranışlarına İlişkin Beklentileri. Eğitim ve Bilim, 14, 37-53.
  • Elmas Z., T. (2013). İlköğretim öğrencilerinin ve öğretmenlerinin fen ve teknoloji dersindeki öğrencinin başarısını, tutumunu ve motivasyonunu etkileyen öğretmen nitelikleri ile ilgili algıları, Yayımlanmamış Yüksek Lisans Tezi, Mehmet Akif Ersoy Üniversitesi, Burdur.
  • Erden, M. (1998). Ögretmenlik Meslegine Giris, İstanbul: Alkım Yayınları.
  • Foss, D. H., ve Kleinsasser, R. C. (1996). Preservice elementary teachers' views of pedagogical and mathematical content knowledge. Teaching and teacher Education, 12(4), 429-442
  • Goe, L., ve Stickler, L. M. (2008). Teacher quality and student achievement: Making the most of recent research. Retrieved from http://www.tqsource.org/ publications/March2008Brief.pdf
  • Goldhaber, D. D., ve Brewer, D. J. (1997). Evaluating the effect of teacher degree level on educational performance. In W. J. Fowler (Ed.), Developments in school fi-nance, 1996 (pp. 197–210).Washington, DC: National Center for Education Statistics, U.S. Department of Education.
  • Greenwald, R., Hedges, L. V., ve Laine, R. D. (1996). The effect of school resources on student achievement. Review of Educational Research, 66(3), 361–396.
  • Gürel, R., Korur, F., ve Gürel, N. (2013). Fen ve Matematik Öğretmen Adaylarının, Öğrencilerinin Fen ve Teknoloji ve Matematik Dersi Başarı, Tutum ve Motivasyonunu En Çok Etkileyen Öğretmen Nitelikleri İle İlgili Algıları, V. Uluslar arası Eğitim Araştırmaları Kongresi. Onsekiz Mart Üniversitesi, Haziran 6-9, 2013 Çanakkale /Türkiye
  • Gürses, A., Yalçın, M., ve Doğar, Ç. (2003). Fen Sınıflarında Öğretmenin Yeri. Milli Eğitim Dergisi, 157, 1-5
  • Hembree, R. ve Dessert, D.(1986). Effects Of Hand-Held Calculators In Precollege Mathematics Education: A Meta-Analysis. Journal For Research In Mathematics Education. 17(2) , p83-99.
  • Jaan, M., (2006). Students’ Homework and TIMSS 2003 Mathematics Results. Paper presented at the International Conference “Teaching Mathematics: Retrospective and Perspectives” (7th, Tartu, Estonia, May 12-13, 2006) ED491866
  • Karasar, N. (2005). Bilimsel Araştırma Yöntemi, Ankara, Nobel Yay.
  • Korur, F. (2001). The Effects of Teachers Characteristics on High School Students’ Physics Achievement, Motivation and Attitudes. Yayımlanmamış Yüksek Lisans Tezi, Orta Doğu Teknik Üniversitesi, Ankara.
  • Korur F., ve Eryılmaz A., 2009. Lise Öğrencilerinin Fizik Başarılarına Etki Eden Öğretmen Nitelikleri ile İlgili Algıları, GÜ, Gazi Eğitim Fakültesi Dergisi, Cilt 29(3), 733 – 761
  • Korur F. ve Eryılmaz A. (2012) Teachers' and Students' Perceptions of Effective Physics Teacher Characteristics, Eurasian Journal of Educational Research,46,101-120
  • Lim, C. S. (2007). Characteristics of mathematics teaching in Shanghai, China: Through the lens of a Malaysian. Mathematics Education Research Journal, 19(1), 77-88.
  • Moyer, P. S., Bolyard, J. J., Kitsantas, A., ve Oh, H. (2008). The assessment of mathematics and science teacher quality. Peabody Journal of Education.
  • Nye, B., Konstantopoulos, S., ve Hedges, L. V. (2004). How large are teacher effects?, Educational Evaluation and Policy Analysis, 26(3), 237–259.
  • Ogden, D.H. (1994). Characteristics of good/effective teachers: Gender differences in student descriptors. (ERIC Document Reproduction Service No ED 383 657).
  • Piburn, M.D., ve Baker, D.R. (1993). If I were the Teacher…Qualitative Study of Attitude Toward Science. Science Teacher Education, 77(4), 393-406.
  • Reichel, N. ve Arnon, S. (2005). Three portraits of teachers in the view of students of teaching: The ideal teacher, the teacher of teachers and the image of the student him/herself as a teacher. Dapim, 40, 23-58.
  • Rivkin, S. G., Hanushek, E. A., ve Kain, J. F. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
  • Seah, W. T. (2007). Qualities co-valued in effective mathematics lessons in Australia: preliminary findings. In Proceedings of the 31st conference of the International Group for the Psychology of Mathematics Education (Vol. 4, pp. 161-168).
  • Sperandeo-Mineo, R.M., Fazio, C., ve Tarantino, G. (2006). Pedagogical Content Knowledge Development and Pre-service Physics Teacher Education: A Case Study. Research in Science Education, 36(3), 235-268.
  • Taylor, J.A., ve Dana, T.M. (2003). Secondary School Physics Teachers’ Conceptions of Scientific Evidence: An Exploratory Case Study. Journal of Research in Science Teaching, 40(8), 721-736.
  • Uz, H., ve Eryılmaz, A. (1999). Effects of Socioeconomic Status, Locus of Control, Prior Achievement, Cumulative GPA, Future Occupation and Achievement in Mathematics on Students’ Attitudes Toward Physics. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 16-17, 105-112.
  • Wayne, A.J., ve Youngs, P. (2003). Teacher Characteristics and Student Achievement Gains: A review. Review of Educational Research, 73, 89-122.
  • Wilson, S., ve Floden, R. E. (2003). Creating effective teachers: Concise answers for hard questions. An addendum to the report “Teacher Preparation Research: Current Knowledge, Gaps, and Recommendations.” Denver, CO: Education Commission of the States. (ERIC Document Reproduction Service No. ED 476366)
  • Witcher, A.E., Onwuegbuzie, A.J., Collins, K.M.T., Filer, J.D., Wiedmaier, C.D., ve Moore, C. (2003).Students’ Perceptions of Characteristics of Effective College Teachers. (ERIC Document Reproduction Service No. ED 482 517).
  • Wright, S. P., Horn, S. P., ve Sanders, W. L. (1997). Teacher and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57–67.
Toplam 40 adet kaynakça vardır.

Ayrıntılar

Birincil Dil Türkçe
Bölüm Research Article
Yazarlar

Ramazan Gürel Bu kişi benim

Nurhayat Gürel Bu kişi benim

Yayımlanma Tarihi 1 Aralık 2017
Yayımlandığı Sayı Yıl 2017 Sayı: 12

Kaynak Göster

APA Gürel, R., & Gürel, N. (2017). ORTAOKUL ÖĞRENCİLERİN MATEMATİK DERSİ BAŞARILARINI ETKİLEYEN ÖĞRETMEN NİTELİKLERİ İLE İLGİLİ ALGILARI. Kesit Akademi Dergisi(12), 196-216.