Matematik Öğrenme Yaklaşımları Ölçeği nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

İlhan, Mustafa; Çetin, Bayram; Kiliç, Mehmet Ali

doi:10.14686/201321984

Cited by 32 publications

(13 citation statements)

References 53 publications

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“…There are two remarkable studies (Göktepe- Yıldız, 2019;İlhan et al, 2013) that are aimed at determining learning approaches specifically for mathematics lesson. The scale developed by İlhan et al, (2013) has a twofactor structure in the form of a superficial and in-depth learning approach.…”

Section: Data Collection Toolsmentioning

confidence: 99%

“…Darlington (2011) determined that students adopt the strategic learning approach more in their research on mathematics learning approaches with university students. İlhan, Çetin and Kılıç (2013) aimed to develop the scale of mathematics learning approaches in their studies with high school students and two factors such as deep and superficial learning approach were identified in this process. In his study, Göktepe-Yıldız (2019) examined the effect of design-based mathematics applications on the spatial abilities and 3-dimensional geometric thinking skills of 8 th grade students in determined dimensions.…”

Section: Introductionmentioning

confidence: 99%

“…Although studies have increased in recent years, there are fewer studies in our country. (Belge-Can & Boz, 2012;Beşoluk & Önder, 2010;Çoban & Ergin, 2008;Göktepe-Yıldız, 2019;İlhan, Çetin & Kılıç, 2013;Sezgin-Selçuk et. al., 2007).…”

Section: Introductionmentioning

confidence: 99%

“…As a result, as İlhan et al, (2013) stated, the evaluation of mathematics learning approaches by separating them from learning approaches in other fields leads to more appropriate determinations. However, when we look at the studies mentioned above on learning approaches, it is seen that the current studies are oriented towards different education levels and different courses, but studies specific to mathematics are few (Chiu, 2012;Darlington, 2011;Göktepe-Yıldız, 2019;İlhan, Çetin & Kılıç, 2013;Matic, Matic & Katalenic, 2013). As can be seen, even though the math learning approaches have been examined, no research has been found comparing the mathematics learning approaches of students who have been diagnosed as gifted and those who have not been diagnosed as gifted.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students

Bulut

Yıldız

Baltacı

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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In this study, it was aimed to investigate the mathematics learning approaches of gifted students and successful students who were not diagnosed as gifted in terms of variables of giftedness, gender, grade level, parents' profession and education level. Descriptive research model, which is one of the general survey models, was used in the study. For the 2018-2019 academic years, a total of 239 6th, 7th and 8th grade students, 84 of whom were gifted students and 155 of whom were non-gifted students, participated into the study. Data on gifted students were collected from the Science and Arts Center of a province in the Central Anatolia region, while data on non-gifted students were collected from a secondary school in the same province. Students' mathematics learning approaches were determined by using the "Scale of Mathematics Learning Approaches". When the findings were examined, a significant differentiation was observed in favor of gifted students in the in-depth learning approach between gifted and non-gifted students. In addition, there is a significant difference in favor of female students in in-depth and strategic learning sub-dimensions among gifted students. When the mathematics learning approaches of gifted and non-gifted students were compared according to grade level, no significant difference was found in the 8th grade level average scores.

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Section: Data Collection Toolsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students

Bulut

Yıldız

Baltacı

2020

Turkish Journal of Computer and Mathematics Education (TURCOMAT)

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“…Öğrencilerin etkili birer matematik öğreneni olmaları üzerinde çok sayıda faktör grubu olmakla birlikte öğrenme yaklaşımları ile duygusal destek temel faktör grupları arasında gösterilmektedir (Chong, Liem, Huan ve Ang, 2018;Göktepe-Yıldız, 2019;İlhan, Çetin ve Kılıç, 2013;Mullis, Martin, Foy ve Arora, 2012;Sakız, 2017). Matematik alanında yürütülen çalışmalarda öğrencilerin ayrı öğrenme yaklaşımlarını benimsedikleri dolayısıyla farklı öğrenme yaklaşımlarına sahip oldukları bilinmektedir (Göktepe-Yıldız, 2019).…”

Section: Introductionunclassified

The Relationship between Sixth Grade Students’ Mathematics Learning Approaches and Perceived Teacher Constructive Affective Support and Mathematics Achievements

Kaya

2020

IBAD Sosyal Bilimler Dergisi

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In this study, the relationship between sixth grade students' mathematics learnig approaches and perceived teacher constructive affective support and mathematics achievements was examined. 416 sixth grade students participated in the study. 54.3% (n=226) of the students participating in the research are girls and 45.7% (n=190) are boys. In the study, Perceived Teacher Constructive Affective Support and Mathematics Learning Approaches scales were used as data collection tools. Mathematics grade point averages were used to determine the mathematics achievement of the students. In analyzing the data, Pearson moments multiplication correlation coefficient and multiple linear regression were used. According to the findings, significant relationships were found between sixth grade students' mathematics achievements and perceived teacher constructive affective support, deep learning approach, surface learning approach and strategic learning approach. According to multiple regression analysis results, mathematics learning approaches and perceived teacher constructive affective support explained 26% of the variance in mathematics achievement. In addition, perceived teacher constructive affective support and learning approaches have been significant predictors of mathematics achievement. In the light of the findings, some suggestions were made.

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Ortaokul Öğrencilerinin Matematik Öğrenme Yaklaşımlarının Belirlenmesi

Yildiz¹,

Özdemir²

2018

İlköğretim Online

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Çalışmanın amacı öğrencilerin matematik dersindeki öğrenme yaklaşımlarını belirlemeye yarayan bir ölçme aracı geliştirmek ve geliştirilen ölçek aracılığıyla ortaokul öğrencilerinin matematiği öğrenme yaklaşımlarını incelemektir. Bu araştırma hem bir ölçek geliştirme çalışması olup geliştirilen Matematik Öğrenme Yaklaşımları Ölçeği'nin geçerlik ve güvenilirlik çalışmalarını sunmaktadır hem de betimsel bir çalışma olup öğrencilerin matematik dersindeki öğrenme yaklaşımlarını araştırmaktadır. Araştırma 790 ortaokul öğrencisi ile gerçekleştirilmiştir. Açımlayıcı faktör analizi ile öğrencilerin öğrenme yaklaşımları için 3 faktör ortaya çıkmıştır: derinlemesine, yüzeysel ve stratejik. Doğrulayıcı faktör analizi ile bu üç faktör ile uyum gösteren bir model elde edilmiştir. Ölçeğin tümüne ait Cronbach alfa güvenirlik katsayısı .789 olarak bulunmuştur. Gerçekleştirilen analizler 33 maddeden ve 3 faktörden oluşan Matematik Öğrenme Yaklaşımları Ölçeği'nin geçerli ve güvenilir bir ölçek olduğunu göstermektedir. Ayrıca çalışmaya katılan ortaokul öğrencilerinin (6, 7 ve 8. sınıf) matematik öğrenme yaklaşımları sınıf düzeylerine göre anlamlı farklılık göstermektedir.

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Matematik Öğrenme Yaklaşımları Ölçeği nin (MÖYÖ) Geliştirilmesi: Geçerlik ve Güvenirlik Çalışması

Cited by 32 publications

References 53 publications

A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students

A Comparison of Mathematics Learning Approaches of Gifted and Non-Gifted Students

The Relationship between Sixth Grade Students’ Mathematics Learning Approaches and Perceived Teacher Constructive Affective Support and Mathematics Achievements

Ortaokul Öğrencilerinin Matematik Öğrenme Yaklaşımlarının Belirlenmesi

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