Investigation of Mathematics Self-report Levels of Secondary School Students in Terms of Various Variables

Abstract

Aims: In this study, mathematics self-report levels of secondary school students were examined in terms of gender, grade level and participation in Support and Training Courses (STC) were and the findings and suggestions were provided. For this purpose, the problem of the research consists of the question "Do the mathematics self-report levels of secondary school students show a significant difference in terms of some variables?"
 Study Design: In the study, since a study was conducted to determine the mathematics self-report levels of secondary school students, the general survey model, one of the quantitative research methods, was preferred.
 Place and Duration of Study: The study population of the research consists of 5th, 6th, 7th and 8th grade secondary school students in Afyonkarahisar in the 1st semester of the 2021-2022 academic year. While 298 participants were reached, in the preliminary examination of the data obtained from the reached sample, it was seen that 281 data sets were suitable for use.
 Methodology: "Personal Information Form" was used to obtain information about the demographic characteristics of secondary school students, and "Mathematics Self-Report Inventory" developed by [5] to determine the levels of mathematics self-report. The descriptive analysis was used to determine self report levels of the participants; and the comparisons in terms of grade, gender and STC participation were made through t-test and ANOVA.
 Results: In terms of interest value sub-dimension, it is seen that the general level of the participants is "high" (X=27.66). In terms of usability sub-dimension, the general level of the participants is "high" (X=19.97). In terms of success value sub-dimension, the general level of the participants is in the "high" category (X=24.04). In terms of personal-value sub-dimension, the general level of the participants is in the "medium" category (X=13,73). The scale general score averages of the participants, on the other hand, are at a “high” level (X=85,41).
 Conclusion: When the mathematics self-report levels of secondary school students and the scores obtained from the whole self-report scale were examined, it was determined that there was no significant difference in terms of the gender variable. There was a significant difference in the mathematics self-report levels of secondary school students in terms of grade levels. It has been determined that this difference is in favor of 5th and 6th grade students.