Examining the relationship between academic achievement and attitudes of the middle school students

Abstract

In this study, the relationship between academic achievement and attitudes towards “technology and design lesson” of the middle school, eighth grade students’ gender, family income level, parent education level attitudes towards technology and design lesson have been investigated, and examined the relationship between attitudes and academic achievement. Eighth-grade total of 98 students selected from 3 middle schools by simple random sampling method has been identified at research in North Cyprus. The data collection tool is 5-point Likert type attitude scale. This study is descriptive research model in survey model. The data were analyzed using independent sample t-test, Anova, correlation, frequency and percentage calculations. At the end of the research; No significant difference found between attitudes towards technology and design lesson according to students’ gender, family income, parent education levels. Also no significant relationship found between students’ academic achievements in “technology and design course” and “attitudes toward the technology and design course” (r=0.073 p>.05). Keywords: Technology and design, academic achievement, attitude towards lesson

The Preservice Teachers’ Approaches Toward Incorrect Probability Problems

“…Furthermore, many studies have supported that content knowledge is highly effective on students’ success (Ball, 1988, 1990; Ball & McDiarmid, 1990; Davis & Simmt, 2006; Harbison & Hanushek, 1992; Hill et al, 2004, 2005; Mullens et al, 1996; Rowan et al, 1997; Rowland et al, 2005; Tchoshanov, 2011). There are also studies which indicated that teachers’ positive attitudes and behaviors toward the topic and students influence student success (Aiken, 1970; Arun, 1998; Aşkar, 1986; Baykul, 1990; Ekizoğlu & Tezer, 2007; X. Ma & Kishor, 1997; Moralı & Saracaloğlu, 1995; Şener, 2001; Tağ, 2000).…”