Araştırma Makalesi
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ALGEBRA DERSİ AKADEMİK BAŞARISI İLE PSİKOSOSYAL DEĞİŞKENLER ARASINDAKİ YORDAMSAL İLİŞKİLERİN İNCELENMESİ

Yıl 2021, Cilt: 23 Sayı: 2, 841 - 868, 24.12.2021
https://doi.org/10.26468/trakyasobed.836536

Öz

Bu araştırmanın amacı, yeniden tasarlanan üniversite düzeyi cebir derslerinde tutumlar, motivasyon ve memnuniyet gibi matematik öğrenmenin psikososyal faktörleri ile akademik başarı arasındaki yordamsal ilişkinin incelenmesidir. Yeniden tasarlanan derslere ilişkin hazırlanan değerlendirme raporları, üniversite düzeyinde matematik giriş dersleri de dahil olmak üzere geleneksel olarak öğretilen derslerle eşdeğer ve / veya daha iyi düzeyde akademik başarı elde edildiğini göstermektedir. Ancak, elde edilen eşit düzeyde ya da daha yüksek bir akademik başarının nedenleri literatürde tam olarak belgelenmemiştir. Bu bağlamda, Emporium modeli kullanılarak tasarlanan üniversite düzeyi cebir dersinin akademik başarısı bu araştırma çalışmasının odak noktası olarak seçilmiştir. Bu araştırma makalesi kapsamında, matematik öğreniminin psikososyal faktörlerine ek olarak üniversite cebiri bağlamında matematik başarısı da incelenmiştir. Psikososyal değişkenlere ilişkin veriler araştırmacı tarafından geliştirilen likert tipi ölçek ile akademik başarı verileri ise cebir dersi final sınavı notlarından elde edilmiştir. Verilerin analizinde hiyerarşik çoklu regresyon analizinden yararlanılmıştır. Araştırmanın sonuçları, sadece matematik öğretiminden memnuniyetin üniversite cebirinde matematik başarısının anlamlı bir yordayıcısı olduğunu göstermiştir; öğrenen motivasyonu ve memnuniyeti matematiğe yönelik tutumun önemli yordayıcıları olarak belirlenmiş ve matematiğe yönelik tutum, giriş düzeyinde yeniden tasarlanan üniversite cebir derslerinde öğrenci memnuniyeti ve motivasyon arasındaki ilişkide aracı değişken rolünü üstlenmiştir.

Kaynakça

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INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES

Yıl 2021, Cilt: 23 Sayı: 2, 841 - 868, 24.12.2021
https://doi.org/10.26468/trakyasobed.836536

Öz

The aim of this study is to examine the procedural relationship between the psychosocial factors of mathematics learning such as attitudes, motivation and satisfaction and academic achievement in redesigned college-level algebra course sections. Evaluation reports on the redesigned courses show that they have achieved a level of academic achievement equivalent to and / or better than traditionally taught courses, including university-level mathematics introductory courses. However, the reasons for equal or higher academic achievement are not fully documented in the literature. In this context, the academic success of the university-level algebra course designed using the Emporium model was chosen as the focus of this research study. In this manuscript, in addition to the psychosocial factors of mathematics learning, mathematics achievement in the context of university algebra was also examined. The data related to the psychosocial variables were obtained from a likert scale developed by the researcher, and academic achievement data from the final exam grades of the algebra course. Hierarchical multiple regression analysis was used to analyze the collected data. The results of the study indicaed that satisfaction from mathematics teaching was the only significant predictor of mathematics achievement in college-level algebra; learner motivation and satisfaction were determined as important predictors of attitude towards mathematics, and attitude towards mathematics played the role of mediating variable in the relationship between student satisfaction and motivation in introductory level redesigned university algebra courses.

Kaynakça

  • Al Khatib, S. A. (2010). Meta-cognitive self-regulated learning and motivational beliefs as predictors of college students’ performance. International Journal for Research in Education, 27(8), 57-72.
  • Aldridge, J. M., Fraser, B. J., Taylor, P. C., & Chen, C. C. (2000). Constructivist learning environments in a cross-national study in Taiwan and Australia. International Journal of Science Education, 22(1), 37-55. DOI:10.1080/095006900289994.
  • Baker, E.L., Gearhart, M., & Herman, J.L. (1994). Evaluating the apple classrooms of tomorrow. In E.L. Baker, & H.F. O'Neil, Jr. (Eds.). Technology assessment in education and training (pp. 173-198). Lawrence Erlbaum.
  • Becker, K., & Maunsaiyat, S. (2004). A comparison of students' achievement and attitudes between constructivist and traditional classroom environments in Thailand vocational electronics programs. Journal of Vocational Education Research, 29(2), 133-153.
  • Bennett, G., & Green, F. P. (2001). Student learning in the online environment: No significant difference?. Quest, 53(1), 1-13. DOI:10.1080/00336297.2001.10491727.
  • Boaler, J. (1997a). Experiencing school mathematics: Teaching styles, sex, and setting. Buckingham: Open University Press.
  • Boaler, J. (1997b). Reclaiming school mathematics: The girls fight back. Gender and Education, 9(3), 285-305. DOI: 10.1080/09540259721268.
  • Bolliger, D. U. (2004). Key factors for determining student satisfaction in online courses. International Journal on E-learning, 3(1), 61-67.
  • Cetin-Dindar, A. (2016). Student motivation in constructivist learning environment. Eurasia Journal of Mathematics, Science & Technology Education, 12(2), 233-247. DOI: 10.12973/eurasia.2016.1399a.
  • Chiu, M. M., & Xihua, Z. (2008). Family and motivation effects on mathematics achievement: Analyses of students in 41 countries. Learning and Instruction, 18(4), 321-336. DOI: 10.1016/j.learninstruc.2007.06.003.
  • Chung, J. (1991). Collaborative learning strategies: The design of instructional environments for the emerging new school. Educational Technology, 31(12), 15-22. https://www.jstor.org/stable/44427555
  • Covington, M. V. (2000). Goal theory, motivation, and school achievement: An integrative review. Annual Review of Psychology, 51(1), 171-200. DOI: 10.1146/annurev.psych.51.1.171.
  • Csikszentmihalyi, M., & Wong, M. M. H. (2014). Motivation and academic achievement: The effects of personality traits and the quality of experience. In M. Csikszentmihalyi (Ed.) Applications of flow in human development and education (pp. 437-465). Springer Netherlands. DOI: 10.1111/j.1467-6494.1991.tb00259.x.
  • Demiroz, E. (2016). The mathematics emporium: Infusion of instructional technology into college level mathematics and psychosocial factors of learning (Unpublished doctoral dissertation). University of Missouri – Kansas City. https://hdl.handle.net/10355/50121
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  • NCAT (2015d) Program in course redesign – the University of Alabama, http://www.thencat.org/PCR/R2/UA/UA_Overview.htm
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  • NCAT (2015f) Program in course redesign – Virginia Tech, http://www.thencat.org/PCR/R1/VT/VT_Overview.htm
  • NCAT (2015g) The roadmap to redesign – Louisiana State University. http://www.thencat.org/R2R/Abstracts/LSU_Abstract.htm
  • NCAT (2015h) Program in course redesign – Rio Salado College. http://www.thencat.org/PCR/R1/RSC/RSC_Overview.htm
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Toplam 100 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Araştırma Makalesi
Yazarlar

Erdem Demiröz 0000-0002-6486-4479

Erken Görünüm Tarihi 24 Aralık 2021
Yayımlanma Tarihi 24 Aralık 2021
Yayımlandığı Sayı Yıl 2021 Cilt: 23 Sayı: 2

Kaynak Göster

APA Demiröz, E. (2021). INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES. Trakya Üniversitesi Sosyal Bilimler Dergisi, 23(2), 841-868. https://doi.org/10.26468/trakyasobed.836536
AMA Demiröz E. INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES. Trakya University Journal of Social Science. Aralık 2021;23(2):841-868. doi:10.26468/trakyasobed.836536
Chicago Demiröz, Erdem. “INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES”. Trakya Üniversitesi Sosyal Bilimler Dergisi 23, sy. 2 (Aralık 2021): 841-68. https://doi.org/10.26468/trakyasobed.836536.
EndNote Demiröz E (01 Aralık 2021) INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES. Trakya Üniversitesi Sosyal Bilimler Dergisi 23 2 841–868.
IEEE E. Demiröz, “INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES”, Trakya University Journal of Social Science, c. 23, sy. 2, ss. 841–868, 2021, doi: 10.26468/trakyasobed.836536.
ISNAD Demiröz, Erdem. “INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES”. Trakya Üniversitesi Sosyal Bilimler Dergisi 23/2 (Aralık 2021), 841-868. https://doi.org/10.26468/trakyasobed.836536.
JAMA Demiröz E. INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES. Trakya University Journal of Social Science. 2021;23:841–868.
MLA Demiröz, Erdem. “INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES”. Trakya Üniversitesi Sosyal Bilimler Dergisi, c. 23, sy. 2, 2021, ss. 841-68, doi:10.26468/trakyasobed.836536.
Vancouver Demiröz E. INVESTIGATION OF PROCEDURAL RELATIONSHIP BETWEEN ACADEMIC ACHIEVEMENT AND PSYCHOSOCIAL FACTORS IN ALGEBRA COURSES. Trakya University Journal of Social Science. 2021;23(2):841-68.
Resim

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