Human Rights Education for Underprivileged High School Students

Bronson, Jennifer

doi:10.1080/10402659.2012.651007

Cited by 6 publications

(3 citation statements)

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“…Creative drama allows students to learn by fostering their positive feelings about mathematics. Creative drama is a teaching method that enables students to learn by living, enjoying and learning more easily, making the class interesting and participating in the lesson (Bronson, 2012;Kaşıkçı, 2015;Kirkland, 2013;Ulubey, Ulubey and Gözütok, 2015). At the same time, creative drama helps students develop problem solving skills (Şenol-Özyiğit, 2011;Tanrıseven, 2000;Teker, 2009) and mathematics literacy (Erdoğan and Baran, 2008).…”

Section: Findings Discussion and Resultsmentioning

confidence: 99%

“…Öğrencilerin matematik dersine ilişkin olumsuz duygularının ortadan kaldırılması için eğlenerek öğrenmesini sağlayacak yaratıcı drama gibi yöntemlerin kullanılması yararlı olabilir. Yaratıcı drama, öğrencilerin yaparak yaşayarak, eğlenerek daha kolay öğrenmelerini sağlayan, dersi ilgi çekici hale getiren ve derse katılımı sağlayan bir yöntemdir (Bronson, 2012;Kaşıkçı, 2015;Kirkland, 2013;Ulubey, 2015;Ulubey ve Gözütok, 2015). Aynı zamanda yaratıcı drama öğrencilerin problem çözme (Şenol-Özyiğit, 2011;Tanrıseven, 2000;Teker, 2009) ve matematik becerilerini geliştirmektedir (Erdoğan ve Baran, 2008).…”

Section: Tartışma Ve Sonuçunclassified

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Examination of the Relations between Achievement Emotions, Self-Regulated Learning Strategies and Academic Achievement in Mathematics

Alpaslan

Ulubey

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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Unsatisfactory scores of Turkish middle school students at recent national and international mathematical tests such as PISA 2015 and TEOG 2017 urge to examining factors related to mathematical achievement. In this study, it is aimed to investigate the relations among achievement emotion, self-regulated learning strategies and academic achievement. A relational study design was employed. A total of 497 seventh grade students from six middle schools in Aegean Region of Turkey. Data collection tools were Achievement Emotion Questionnaire, Motivated Learning of Strategies Questionnaire and students' mathematics grade of Fall semester. Confirmatory factor analyses and Cronbach alphas were used to determine the validations and reliabilities of data collection tools. Pearson correlation were utilized to determine the relations among variables. Analysis revealed that students' achievement emotions including boredom, anxiety, anger, hopelessness, enjoyment and pride were between middle and low. Results of correlation tests showed that negative emotion were negatively related to self-regulated learning strategies and positive emotions were positively. Addition to this, all emotions were statistically significantly related to academic achievement. It was discussed that educational implications promoting students' enjoyment and pride like creative drama could be a way to increase students' academic achievement.

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Section: Findings Discussion and Resultsmentioning

confidence: 99%

Section: Tartışma Ve Sonuçunclassified

Examination of the Relations between Achievement Emotions, Self-Regulated Learning Strategies and Academic Achievement in Mathematics

Alpaslan

Ulubey

2019

Erzincan Üniversitesi Eğitim Fakültesi Dergisi

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“…One example of such teaching methods is creative drama. The creative drama method makes the course interesting and allows students to participate and learn by doing and experiencing the fun and help them develop their math skills (Bronson, 2012;Erdogan & Baran, 2008;Kirkland, 2013;Ulubey & Gozutok, 2015). Additionally, the literature showed evidence that creative drama method reduces students' fears about mathematics, increases interest in the course and develops positive attitudes towards mathematics (Ceylan, 2014;Fleming, Merrell & Tymms;2004).…”

Section: Discussionmentioning

confidence: 99%

Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics

Alpaslan

Ulubey

2021

IJRES

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The purpose of this correlational research was to examine the relationship between achievement emotions, motivation, and classroom engagement in mathematics among Turkish middle school students, and to determine how these three variables predicted academic achievement in mathematics. 549 seventh grade students in a province located in the south-west region of Turkey participated in the study. Relations among variables were examined by utilizing structural equation modeling. Results of this study provided evidence for the theoretical model that explained the relations between achievement emotions, motivation and classroom engagement and their contributions to a significant amount of mathematic achievement in Turkish contexts. In addition, it was found that the contributions of achievement emotions to engagement depend on whether they were activity- and outcome-focused or deactivating and activating emotions.

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Quantitative Analysis of Indifference

Rojas

2021

St Antony's Series

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Human Rights Education for Underprivileged High School Students

Cited by 6 publications

References 1 publication

Examination of the Relations between Achievement Emotions, Self-Regulated Learning Strategies and Academic Achievement in Mathematics

Examination of the Relations between Achievement Emotions, Self-Regulated Learning Strategies and Academic Achievement in Mathematics

Examining the Relations between Emotions, Motivation, Classroom Engagement and Achievement in Mathematics

Quantitative Analysis of Indifference

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